Course of Study 

IIN 

NlSTOIiYAND LiTERATUBi 



RICE 




LIBRARY OF CONGRESS. 



Cliap...._... Copyright No.. 
Shelf.. 



UNITED STATES OF AMERICA. 



Digitized by tine Internet Arciiive 
in 2010 witii funding from 
Tine Library of Congress 



littp://www.arcliive.org/details/courseofstudyinliOOrice 



COURSE OF STUDY 



IN 



History and Literature 



WITH 



SUGGESTIONS AND DIRECTIONS 



BY 

EMILY J. RICE, 

TEACHER OF HISTORY AND LITERATURE IN CHICAGO 
NORMAL SCHOOL. 



COft-;^ 



/ ..; 



Chicago 
A. FLANAGAN, Publisher. 



2nd COPY, 



/ 



X 



1898, -> ^ / 



>^10i 



COPYRIGHT, 1898, 
BT 

EMILY J. RICE. 



PEEFACE. 



The conviction is steadily gaining ground that education must 
deal primarily with the relations of the pupil to his environment in 
nature and to the community life of which he finds himself a part. 
History and literature explain the social life. They form a necessary 
means in every grade of schoolwork to the end that the individual 
may understand his place in the home, the school and the larger 
social organism. The demand for work in these subjects in the lower 
grades, as well as in the higher ones, makes it necessary that teach- 
ers should adjust themselves to new conditions. 

To select material suitable for each stage of experience, and adapt 
that material to present needs, to make the work of the pupils grow 
out of their immediate interests, is possible only by a careful study 
both of child life and of the resources furnished by the treasures 
of the past. 

The basis of the work must be the strongest interests of the indi- 
vidual at each period of his life. The social life that the little child- 
ren understand is that of the home. For the earliest lessons, shelter, 
food and clothing seem to be the best topics. Gradually, the circle 
of experience widens, taking in the immediate neighborhood, with the 
occupations of the people and their ideas. The industries and inven- 
tions in farming, trade, and commerce are then important subjects. 
In the highest grades, political institutions begin to attract attention — 
the idea of country and the interests of the world in general. Pres- 
ent conditions — our own time, our own country— must always be the 
starting point, and the past furnishes contrast and camparison. 

The aim of this book is to help teachers to meet the new demand 
that history and literature become a vital part of our courses of study, 
from the lowest primary to the High School — not an addition to read- 
ing and writing for occasional variety, but a necessary basis for read- 
ing and writing. 

The outlines were prepared as an aid to the professional training 
class of the Chicago Normal School in their actual work with the 
children of the practice school. 

The article on Methods of Teaching History is reprinted from the 
Educational Eeview for September, 1896. 

March 8, 1898. EMILY J. RICE, 

Chicago Normal Schooi,. 



TABLE OP CONTENTS. 



Preface. 

History in the Common Schools. page. 

First Grade 27-37 

I. Reproduction of Industries of our own Time 27 

II. Industries of Primitive People 28 

III. Explantion of our Holidays 30 

IV. Myths; Folk Lore; Fables; Other Stories and Songs 32 

V. Poems 37 

VI. Reading 37 

Second Grade 38-40 

I. Industries of the Present Time 38 

11. Inventions of Primitive People 38 

HI. Stories of Stars, Winds, Animals and Vegetation as in 

First Grade 38 

IV. Stories of Music and Art 3& 

V. Stories Connected with Early Greek History 38 

VI. Stories Explaining our Holidays 39 

VII. Poems 39 

VIIL Reading 39 

Third Grade 41-44 

1. Study of Robinson Crusoe and Stories of Inventions and 

Inventors 41 

II. Stories from Norse Mythology 42 

III. Early History of Chicago 42 

IV. Reading 43 

Fourth Grade 45-48 

I. Stories from the Odyssey 45 

IL The Spartans 45 

III. The Athenians 45 

IV. American History. Exploration 46 

Fifth Grade 49-56 

I. Virginia 49 

IL The Pilgrim Colony 50 

IIL The Puritan Colony 51 

IV. Settlement of Rhode Island, Connecticut, New Hamp- 
shire and Maine 52 

V. Review of New England 52 

VL New York 52 

VIL Pennsylvania 53 



TABLE OF CONTENTS. 

VIII. Maryland .'. 54 

IX. The"Carolinas 64 

X, Georgia 54 

XI. Canada 54 

XII. The French and Indian AVar 55 

XIII. Reading 56 

Sixth Grade 57-62 

I. China 57 

II. India 57 

III. The Aryans 58 

IV. The Persian Empire 58 

V. Greece 59 

VI. Rome , 59 

VII. The Age of Chivalry 59 

VIII. The American Boy from the "Ten Boys." The Revolu- 
tionary War 60 

IX. Reading 62 

Seventh Grade 63-71 

I. Egypt 63 

II. The Critical Period of our History 64 

III. Growth and Development of the Union 64 

IV. From the War of 1812 to the Civil War 66 

V. The Civil War 67 

VI. Since 1865 70 

VII. Civics 70 

VIII. Reading 71 

Eighth Grade 72-73 

I. English and American History 72 

11. Reading , 73 

Outline for Work in History and Literature. 

September 75-81 

October 82-87 

November 88-94 

December 95-102 

January 103-110 

February 111-118 

March 119-128 

April 129-135 

May 136-142 

June 143-148 

Methods of Teaching History 149-156 

The Relation of History and Art 157-166 

Books of Reference and Children's Reading referred to in 

preceding pages 167 



jlistory ip (^ommop $Gl?ool5. 



The subject of history has a recognized place 
in our common schools and probably we all agree 
as to its importance there. In these days, when we 
hear so much about the " Perils of the Kepublic," 
and when these perils are so evident that they are 
pressed upon the attention of all thoughtful people, 
every one must admit that the youth of our land 
ought to be taught something about the nature of 
our institutions, their origin and growth. Good 
citizenship demands a knowledge of American 
history. This is, I believe, the underlying motive 
of most of the teaching of history in our public 
schools and it is, no doubt, a worthy motive. But, 
while we are all agreed so far, just what sort of 
history teaching will help to develop the good citizen, 
and just how large a place in our course of study 
history must have in order that it may be effective, 
are questions not so well settled, and, if we desire to 
use this subject for the prevention of evil in our 
country's future, they are very important questions. 

The character of the nation is no higher than 

the average character of the individuals that com- 

(3) 



4 COURSE OF STUDY 

pose it. • Therefore, to make tlie nation good, the 
schools must reach the character of the pupils. 
They must cultivate self-control, intelligence and 
sympathy for others. They must make the individ- 
ual willing to subordinate personal interests to the 
general good. For this great work we have only 
two means at our command. These are the personal 
influence of the teacher^s life over the pupils, and 
the subjects of study. The subjects of study relate 
to nature and to humanity. All study is a search 
for the laws of life, and all our development must be 
gained from the world of things and from the world 
of folks. To know the truth in reference to nature 
and man is to be an intelligent being. The study 
of things gives us the laws of matter; the study of 
folks, the laws of spirit. Knowledge of material 
science fits us to our environments in a material 
order ; knowledge of human beings fits us to live in 
society, — to fulfill our obligations to those around 
us. We must study human nature in order to 
understand ourselves and others. History is the 
study of human nature ; it is the study of motives, 
of the influence of motives upon actions and of 
actions upon civilization. The trees and the flowers, 
the sky and the stars minister to our growth. Cer- 
tainly the kindly action and the noble deed are 



IN HISTORY AND LITERATURE. 5 

equally potent forces. Mr. Harris says, "The Kin- 
dergarten does well when it teaches the gifts and 
occupations, for it deals with the world of means and 
instrumentalities and helps the child to the conquest 
of nature. It does better with the plays and games 
because these are thoroughly humane in their nature, 
and they offer to the child, in a symbolic form, the 
treasures of experience of the race in solving the 
problems of life. They make children wise without 
the conceit of wisdom." The natural science lesson 
does for the primary school what the gifts and occu- 
pations do for the Kindergarten, and the history and 
literature answer to the plays and games. We 
study human nature at home and on the street, 
but in history we study it to better advantage, 
because in it we see our own motives laid bare and 
our own actions at such a distance that we can give 
them their true value. The element of personal 
feeling is eliminated from our conclusions. Outside 
of school the child is as likely to imitate the bad as 
the good in the conduct of others ; he may not be so 
fortunate as to have wise help in forming his judg- 
ments, and effects of action are not always easily 
seen. In school the teacher has the opportunity to 
lead her pupils to see the relation of motives to 
actions and of the character of actions to results 



6 COURSE OF STUDY 

Upon the world. Ideals of nobility may be held 
constantly before them for imitation. As the child 
has things all around him, yet needs proper training 
in observing and reasoning about them in order that 
he may become a natural scientist, so, while people 
are his constant companions, he needs to be guided 
in his judgment of their relations in the political, 
social and moral world in order that he may become 
a wise citizen of our land. 

Then to know people is to broaden our sympa- 
thies towards them. The low type of humanity sees 
nothing beyond a narrow circle. The highest type 
takes the whole world into its sympathies. Go back 
to Revolutionary times and see how the difficulty of 
traveling kept people from knowing each other. " It 
was not simply free Massachusetts and slave-holding 
South Carolina, or English Connecticut and Dutch 
New York, that misunderstood and ridiculed each 
the other ; but even between such neighboring states 
as Connecticut and Massachusetts, both of them 
thoroughly English and Puritan, and in all their 
social conditions almost exactly alike, it used often 
to be said that there was no love lost," says Fiske. 
The influence of the railroad in bringing about 
friendly relations among people can hardly be appre- 
ciated. Sectional lines always hinder the spirit of 



IN HISTORY AND LITERATURE. 7 

brotherly kindness and are a relic of barbarism. 
To teach the habit of looking at great questions 
through the eyes of others as well as through one's 
own is to do away with bigotry and create an era of 
good feeling. It is just this sympathy that we need 
in our national life. The principle of " Each for all 
and all for each " applied to actual experience would 
give us security and peace. Intelligence and benev- 
olence are the needs of our nation and of the world. 
Benevolence is the end toward which we should 
develop character. To know and to give — to be the 
channel through which the truth is carried to others, 
is the mission of each individual. We study any 
subject only that we may learn what is right and 
may be made willing to do the right. It is because 
it helps to noble living that we should study history. 
But it is not enough to use history as an exam- 
ple that we may avoid the errors and profit by the 
experiences of the past. Advance in historical 
knowledge has given us broader views than this. 
"Man" says William von Humboldt, "ever connects 
on from what lies at hand." Tyler in his " Primi- 
tive Culture " adds, " The notion of the continuity 
of civilization involved in this maxim is no barren 
philosophic principle, but is at once made practical 
by the consideration that they who wish to under- 



8 COURSE OP STUDY 

stand their own lives ought to know the stages 
through which their opinions and habits have be- 
come what they are." Max MiiUer says, "Everyone of 
us ought to know how we have come to be what we 
are, so that each generation need not start again from 
the same point and toil over the same ground, but, 
profiting by the experience of those who came before, 
may advance toward higher points and nobler 
aims." As benevolence is the end toward which 
we should develop each individual, so humanity 
is the ultimate toward which the race is tending. 
We should study history, then, to know what the 
past has done for us, and what we owe to the 
future. Our responsibility in our own age is so 
made clear to us. Ilovv can we understand the 
institutions of our country unless we see them in 
contrast with institutions of the past? How can we 
appreciate them unless we know what they have 
cost ? American history should never be taught as 
an isolated thing, but our courses of study should 
give an opportunity for some knowledge of the 
entire history of the world. American history 
would then seem to the child what it really is, the 
last link in a long chain of development. 

Lastly, this subject is well adapted to two ends, 
v/hich we all believe our schools should serve, — to 



IN HISTORY AND LITERATURE. 9 

arouse a love for study, a great euthusiasm, and to 
give a knowledge of how to study. Whatever 
tastes are formed in childhood will prevail through- 
out the entire life, and, if a love for study is not 
formed in early years, probably it will never be fully 
aroused. Stories from history attract the youngest 
children, and if we make our method of teaching 
what it should be, we give our pupils that best of 
helps, a key to the use of books. 

If, then, the study of history is our best means 
of giving our pupils an intelligent understanding of 
society and a large interest in it, is it well to confine 
the work to the seventh and eighth grades? Half 
the children leave school before they reach these 
grades. The children of the lowest grades are not 
too young to begin to learn their relations to those 
about them, and the beginnings of love of country 
cannot be implanted too early in life. The story 
teller may take into account the different periods 
of mental growth and adapt the teaching to each 
period. "Tell me a story" is the eager cry of all 
little children, and many a useful lesson may be given 
from stories suited to their small circle of experi- 
ence. This study should begin in the first primary 
grade and should be continued throughout the entire 
course. In the first and second grades, the lowest 



10 COURSE OP STUDY 

forms of social life, as tlie Eskimo and the Indian, 
and imaginative literature, the myth and fairy story, 
seem best suited to the child's stage of development. 
He has little experience and cannot understand 
complicated forms of life. He could not build the 
Parthenon or hardly the Egyptian pyramid or a 
house like the one in which he lives, but he can 
construct the Eskimo house. He feels in sympathy 
vrith primitive life. He lives in a world of wonder 
to which the myth and fairy story correspond. 
Myths about winds, stars, animals and flowers are 
related to the primary natural science lessons, and 
they keep the child's imagination active, while the 
science lesson cultivates the observation. In these 
grades we may also use stories that give simple 
explanations of our holidays : " Thanksgiving Day," 
"Washington's Birthday," "Decoration Day," and 
" Fourth of July." These holidays should be used 
to give children an idea of country and of relation 
to other people who have worked for their good. 
As the little children in the Kindergarten build 
with their blocks the things they see around them, 
things that enter into their experience, but are led 
by their teachers to use the great principles of con- 
struction taught by all the ages — strength, balance, 
proportion — so the older children must begin to 



IN HISTORY AND LITERATURE. 11 

build their knowledge of history from what is hap- 
pening in our own land under their own observation, 
but the teacher should guide them by the underly- 
ing principles. As the children grow older, we 
would still avoid complexity in the subjects for their 
work. In the third grade I have taught the settle- 
ment and early history of Chicago. In this we have 
familiar groundwork; the geography is already 
taught, which is a very important item, and the 
pioneer life is easily understood. In the fourth 
grade other pioneer stories may be used : the 
Pilgrims and Puritans, John Smith, William Penn, 
Daniel Boone. We may add stories of biography 
that illustrate excellence in character and action. In 
the fifth grade, in our school, the children are study, 
ing the geography of the continents. As soon as 
they have a general view of the structure of North 
and South America, they should have a simple lesson 
on their history. Geography and history belong 
together. Geography is chiefly valuable in helping 
us to understand what has happened on the earth. 
There is a close relation between the structure of a 
country and its history. The study of structure, 
soil and climate, reveals reasons for what people 
have accomplished. History lessons help to make 
the geography interesting, and by omitting needless 



12 COURSE OF STUDY 

details in teaching geography, we may find time for 
history. Here then may begin the study of the 
'' Period of Discovery and Exploration/' the first 
and most easily understood of those periods into 
which our history is divided. In the sixth grade, 
when European geography has been studied, Colonial 
history is our topic. In the seventh and eighth 
grades, by this plan, we may easily cover the ground 
of American history, and have time for Civics, a 
review of the Constitution of the U. S. and a study 
of other governments. Meanwhile, beginning with 
the sixth grade, the children are studying the geog- 
raphy of Asia, Europe and Africa, and should have 
simple lessons on the nations of the old world. 
The river valleys where civilization first developed 
illustrate well the effects of geography upon man's 
life. I have found in the history of Egypt several 
interesting topics for seventh grade children. The 
pyramids illustrate laws of building and oppression 
in government. The lotus and papyrus as used in 
ornament, painted and carved on columns, give us 
the beginnings of art. The vast temple to which 
none but the king and priests had entrance, the peo- 
ple waiting in the outer courts and seeing in the 
religious exercises only a mystery, shows that in 
Egypt only one man was free — that the king 



IN HISTORY AND LITERATURE. 13 

thouglit for his people. These are lessons that chil- 
dren can understand and thej give an appreciation 
of our own life that comes only by contrast with 
less favored times. Opportunity for comparison is 
one of the great advantages of teaching other his- 
tory than American. It was no hindrance one year 
to our lessons on the French and Indian War that 
the children were at the same time studying the 
geography of India, and some brief history lessons 
planned in connection with the geography. The 
story of Lord Clive and the English Conquest 
of India helped them to comprehend England's 
projects and Pitt's great work. Church's Stories 
from the Iliad are not too difficult for sixth and 
seventh grades, and from them children may see 
the dawn of public opinion in the world — the 
beginning of individuality. They realize that the 
Iliad could not have been written in Egypt. The 
story of Marathon may well follow the Iliad and in 
that we have the spirit of liberty strong enough to 
assert itself against despotism. What better lesson 
is there for children to learn than that away back in 
those early days blows were struck for us and the 
foundations of our freedom were laid ? Egypt and 
Greece may seem farther away from us than France 
and England. What we owe to them may not be 



14 COURSE OF STUDY 

quite so apparent as our debt to these European fore- 
fathers of ours, but we have an inheritance from the 
remotest past and we are kin to all races and to all 
peoples. It may be well for us to feel something of 
this kinship, to know something of the long ages of 
struggle that have given us our homes, our churches, 
our scliools and our government. Perhaps, thereby, 
we shall have a great desire to keep the truth of 
our own age, "to widen the skirt of light and render 
the circle of darkness narrower." The story of lib- 
erty, traced from Greece through the Middle Ages, 
in English Magna Chartas and Simon de Montforts, 
cannot fail to make us appreciate more thoroughly 
our American liberty. 

If our motive is right, if we really see purpose 
in our work, then we have a great help to the right 
method. Believing that our lessons may help to the 
goodness of our pupils, we shall try to educate the 
reason and the will together. Our school room fur- 
nishes the best possible opportunity to put into 
practice theories that our lessons have developed. 
It is a social world in itself and may be a typical 
republic. The pupils may practice toward each 
other the virtues of Avhich they learn and, in the self- 
government of the school room, may be trained not 
only to the understanding of the republican idea, 



IN HISTORY AND LITERATURE. 15 

but to its actual practice. Surely the truth is of 
use only as it expresses itself in action ; so knowing 
and doing should never be divorced. 

Seeing the continuity of events, the entirety of 
history, we shall seek for causes and results. No 
event will stand as an isolated one but related to 
what has gone before and follows. We shall attach 
importance not so much to the knowledge of facts 
as to the knowledge of principles, not so much to 
the cultivation of memory as to that of the reason. 

Believing in the value of enthusiasm, and in the 
subject of history as fitted to arouse it, we shall be 
alive in our work. We shall try to make history 
live, and to place our pupils in the life and move- 
ment of the age they are studying. 

We cannot reach such results by memory reci- 
tation of dead facts from text books. We must 
seek realities. To realize the past is certainly a 
difficult thing, but it can be done partially, at least. 
In the first place, geography is our best friend in 
teaching history. If we can have clear pictures of 
the places where events have happened, we have 
a great means of help to the imagination, as well as 
a basis for reasoning, because of the wonderful effect 
that structure has had upon civilization. Geography 
is the special basis of memory. The close associa- 



16 COURSE OF STUDY 

tion of events and characters witli the stages of 
action has the strongest influence upon recollection. 
I'hen there are relics of the past, the architectural 
ruins of which we may have photographs, armor, 
weapons and coins. The literary remains of a people 
take us into the very heart of their life and thought. 
The works of a people in architecture, art and litera- 
ture speak to us directly from themselves and are 
far better than second-hand information. These are 
the materials from which history is made and which 
our pupils may use as a basis for their own opinions 
of people and times. Froude says, " Whenever pos- 
sible, let us not be told about this man or that. Let 
us hear the man himself speak, let us see him act, 
and let us be left to form our own opinions about 
him." He quotes Bishop Butler as saying, " The 
best book which could be written would be a book 
consisting only of premises from which the readers 
should draw conclusions for themselves." The 
twelve cent series of historical classics recently pub- 
lished shows that a demand for orig^inal material is 
beginning to be made. We cannot separate geog- 
raphy, art and literature from history. Geography 
gives us reasons for what people have accomplished, 
and art and literature are the expression of their 
highest attainments in civilization. Emerson says, 



IN HISTORY AND LITERATURE. 17 

"Literature is best history." In Wliittier and 
Lowell we breathe the very atmosphere of the patri- 
otism of the Civil War. Who would think of teach- 
ing Puritan New England without Longfellow's 
"Miles Standish," or the French and Indian War 
without " Evangeline ?" If we make literature help 
history all along the line, we shall find our work 
more interesting and our pupils' vision of past 
times much clearer and broader than is otherwise 
possible. 

By the use of illustrative material, many of the 
lessons in history may be based upon the sense per- 
ceptions and give the same sort of mental training 
as do good natural science lessons. The sense per- 
ceptions aid the imagination, the memory and the 
reason and so history becomes an easy subject, in- 
stead of the difficult one it has been in the past, 
because memory has had all the work to do. 

But it is not enough that we make our work 
vivid. It is essential that we teach events that are 
in themselves important, or in their relations, for 
there is a " logic of events." Even if we teach all 
the battles of the Revolutionary and Civil Wars, so 
that the movements in each particular one are per- 
fectly understood, we have accomplished very little. 
The particular battles are of importance only as 

2 



18 COURSE OF STUDY 

they are related to great movements, and tlie whole 
plan of action is seen as a unity. We need in oar 
teaching to see things in their relations, to work for 
wholes and not for petty details. To select the 
important and to put the emphasis in the right 
place are difficult tasks. In order to make the right 
selection of topics and to place them in their true 
relations, the teacher of American history in our 
Grammar Schools must be able to travel up and 
down the long line of man's development. To some 
of us it may seem difficult to teach of ancient coun- 
tries or countries far away from our own. but no 
history is more difficalt than that of these United 
States. Life was comparatively simple in early 
times. John Fiske says, "Our country affords an 
admirable field for the study of the general princi- 
ples which lie at the foundation of universal history," 
and the Nation adds, " and that for the obvious rea- 
sons that we live under a government, which, in the 
complexity of its organism, is the most specialized of 
any on the globe. To explain the genesis of this 
specialization, the student mast learn how to trace 
its descent from that oldest of political cells, the 
clan of oar savage ancestors." It is jast this tracing 
of things back to their sources that is necessary in 
teaching each period of our history. 



IN HISTORY AND LITERATURE. 19 

In the first period, that of discovery and ex- 
ploration, how can we make that great fifteenth 
century real to the children ? how show them what 
heroism that marvelous voyage of Columbus on an 
unknown ocean cost? Let them first learn how little 
geographical knowledge the people of that time 
possessed, and how slowly that know^ledge had been 
gained. Compare a map of the world in the time 
of Homer with one in the time of Herodotus, and 
that with Ptolemy's map, which was used in Colum- 
bus' time. Plato said, " God made the world in the 
form of a globe," and Aristotle held the same opin- 
ion. The Greeks gave their theory to the Romans, 
and when learning revived in Mediaeval Europe the 
idea became familiar to the scholars of that age. 
Maps and quotations from the writings of early 
geographers and travelers are the materials for our 
study. A belief that the earth is a sphere, gained 
from the ancients, had much to do with attempts to 
reach India by sea, and it was the effort to reach 
India by sea that led to the discovery of America. 
The stories of wonder and marvel brought back to 
Europe by the Crusaders caused commercial rela- 
tions between the East and the West, and led to the 
travels of such men as Marco Polo, in whose won- 
derful book the children are easily interested. So 



20 COURSE OF STUDY 

we find the story of tlie Crusades necessary to our 
lessons at this time. Finally, the breaking up of 
lines of trade by the Mohammedans made a new 
route to India very important to the Mediterranean 
cities. The revival of learning gave an impulse to 
invention, and advances in the art of navigation 
made the voyage across the ocean possible. The 
preliminary study necessary to understand the age 
of Columbus carries us, we find, back to Greece, and 
implies some knowledge of great events in Mediaeval 
history. It illustrates the necessity for seeking the 
causes of events, and shows the material which may 
be used to give the work vividness and reality. So 
each period of our history has its roots far back 
into the past. 

Take the second period — Colonial history. 
When we look at a historical map of that period, we 
see that Spain occupied all the southeastern portion 
of North America, England the Atlantic slope and 
France the northeastern and central portions. We 
know that Spain was for a hundred years the only 
possessor of the country. She was a magnificent 
explorer. She opened up the continent, the immense 
advantage of which, for the planting of civilization, 
was not understood for many years. Our first ques- 
tion must be, why was England the only country to 



IN HISTORY AND LITERATURE. 21 

gain permanent possession of the continent ? Leave 
this question with the pupils and see if, after the 
study of English and French colonization, they will 
be able to answer it. It may help to a more thought- 
ful study, to notice which country builded for the 
future. To answer it, we must seek to learn the con- 
dition of the country making the settlement and the 
cause of each colony. This implies, as in the previ- 
ous period, a knowledge of European history. Com- 
pare the English and the French. The English had 
worked out local self-government to a greater extent 
than any other nation of modern times and the 
French had a despotism. The English came to this 
country to found homes where their ideas of liberty 
might be perpetuated, the French for the fur trade 
and the conversion of the Indians. Watch the effect 
of these different purposes as we study each colony. 
Next in importance upon the history of a colony, 
after the cause of its settlement, is the character of 
the colonists. What in character is necessary for 
the success of a colony ? The colonists must be men 
of industrious habits, willing to work, and men of 
family life with homes for which to provide, and 
lastly they must not be men seeking gold where 
there is none, but with expectations corresponding to 
the possibilities of the country. The first colonists 



22 COURSE OF STUDY 

of Virginia were not of this sort, and the colony 
would have been a failure except for the energy of 
a few men who helped them to overcome these initial 
difficulties. This reasoning helps children to see how 
faults in their own character hinder them from 
makino" strong^ men and women. We must keep 
ever before our own minds, the thought that more val- 
uable than any knowledge of facts is the lesson that 
our pupils apply to their own lives. The third 
point of importance is the geography of the country 
settled. Compare Virginia and 'New Eogland in 
this respect. Virginia has a rich soil, noble rivers 
and a genial climate, New England a soil generally 
thin and poor, vast forests, water power, harbo s and 
extremes in climate. The results are, the tobacco 
industry of Virginia and the variety of occupations 
of New England. Perhaps no other community 
was ever so much influenced by any one staple 
product as was Virginia. Tobacco led to direct 
trade with England, no manufacturing and no cities, 
and created a demand for slavery which had a great 
influence upon social life. Notice the isolated plan- 
tations, the aristocratic institutions, the want of free 
schools. In New England, the hard soil drove the 
people to manufacturing, and the harbors to trade 
and ship-building. People settled in villages, trade 



IN HISTORY AND LITERATURE. 23 

i^eveloped and cities were tlie result. There was no 
demand for slavery. The settlement in villages in- 
stead of the isolated plantation led to the Town 
Meeting system in government, and the influence of 
this system is very important. The problem of civ- 
ilization has been how to develop centralization and 
retain liberty. The fault of Oriental civilizations 
was, that in getting centralization, they destroyed 
freedom. Greece understood local self-government 
but did not understand union. The result was her 
destruction. The Town Meeting principle and rep- 
resentative government are at the root of our local 
self government, our inheritance from our Teutonic 
ancestors. Every child should understand the im- 
portance of local self-government as one great prin- 
ciple of our political life. The study of the Consti- 
tution will show that the principle of centralization 
is equally strong in our government, and the two 
together are our " Union and Liberty." 

If we compare the French and English in North 
America, we see equally well the results of the cause 
of colonization, the character of the colonists and 
the geography of the country settled. The French 
took advantage of that entrance into the very heart 
of the country furnished by the Great Lakes, and so 
gained vastly over the English in extent of territory. 



24 COURSE OF STUDY 

But in previous political training, and in the num. 
bers that sought the new world for founding homes, 
in social and political institutions, the English had 
the advantage. In the conflict between the French 
and English for the possession of North America, we 
see the two forces, centralization and local self -gov. 
ernment, arrayed against each other. John Fiske 
says, "When Wolfe conquered Montcalm on the 
heights of Quebec, we have marked the greatest 
turning point in modern history yet discovered." 
Montcalm fought for the " Old Eegime " in France, 
Wolfe for English liberty. The new world was to 
cherish freedom for its great future work. 

This study of Colonial history prepares the 
way for an understanding of the great work of the 
Federal Convention. After the Eevolutionary War, 
our great danger was that the principle of local self- 
government, so well understood by our colonists, 
would prevail to such an extent that we should be 
thirteen little independent states no better united 
than the republics of Greece were. It was the bind- 
ing together of these states, leaving them their local 
freedom, that makes our Constitution what Fiske 
calls it: "The Iliad, the Parthenon, the Fifth Sym- 
phony of Constitutions." To see the value of union 
is to explain why men were willing to sacrifice life 
in the Civil War, for the sake of " Our Union." 



IN HISTORY AND LITERATURE. 25 

It is these underlying principles of our history 
that we ought to teach and not the details — the 
dates and events. Nothing but training in political 
principles will give us a class of citizens in the future 
who will appreciate the value of our institutions, 
and will be willing to defend them, if need be, with 
their lives. 

American history shows that no nation ever 
wrought for itself alone. Our nation is what it 
is because other nations have done their work. That 
knowledge of history that does not embrace all 
human experience is very limited indeed. Patriot- 
ism is not restricted to one's own state, or even 
country. It is as broad as the race, embraces all 
humanity, and any idea narrower than this is not 
worthy the name. Let us teach children not to be 
partisan — loyal to party — but loyal to conviction; 
not to be loyal to country only, but to that ideal of 
country which is based upon the principles of justice 
and love. 

"It is the soul only that is national, 

And he who pays trne loyalty to that 

Alone can claim the wreath of patriotism." — Lowell. 

There are evils threatening our age which de- 
mand that we train the children to love honesty 
and nobility, in order that they may purify and 



26 COURSE OF STUDY 

elevate the public life. How can we do this better 
than by teaching history ? Froude says, "We learn 
in it to sympathize with what is great and good; 
we learn to hate what is base. In the anomalies of 
fortune we feel the mystery of our mortal existence ; 
and in the companionship of the illustrious natures 
who have shaped the fortunes of the world, we 
escape from the littlenesses which cling to the round 
of common life, and our minds are tuned in a higher 
and nobler key." . . "It is a voice forever sound- 
ing across the centuries the laws of right and wrong." 
The true teaching of this subject holds before our 
pupils ideals of noble living. It admonishes them 
to have high aims and to be true to those aims. It 
makes them intelligent in their patriotism and noble 
in their lives. 



IN HISTORY AND LITERATURE. 27 



pirst Grade. 



I. REPRODUCTION OF INDUSTRIES OF OUR OWN TIME. 

By means of sand, twigs, paper cutting, clay, painting and drawing, 
children will imitate the industrial life that comes within the 
range of their experience. This work calls for invention and 
imitation, and forms a link between the kindergarten play and 
the study of primitive industries. 

1. Food. 

According to season of year and location consider the following 
topics: (a) Farm life, with ploughing, harrowing, sowing of 
seeds, weeding, harvesting, threshing, storing; (b) Mills for 
grinding the grain; (c) Modes of transportation — railroads — ele- 
vators; (d) Distribution: buying and selling; Markets; Groceries. 

2. Clothing. 

Topics: (a) How materials are produced ; (b) Weaving and making 
of looms; Factories; (c) Making of clothing. 

3. Shelter. 

Construction op Models of Houses and Villages and Articles op 
Furniture. 

Topics: (a) Kinds of materials used; (b) Different kinds of work to 
be done and number of workmen; (c) Furniture; (d) Decora- 
tion; (e) Heat; (f) Light; (g) Utensils; (h) Dishes. 

4. Stories and Poems. 

a. Peter, Paul and Espen, a Norwegian Fairy Tale. Norse 

Stories. Gudrun Thorne-Thomsen. 

b. The Village Blacksmith. Longfellow. 

c. Oeyvind and Margit. Bjornsterne Bjornsen. (Child Life 

in Prose. Whittier. ) 

d. How the Crickets Brought Good Fortune. From the 

French, by P. J. Stahl. (Child Life in Prose. Whittier.) 

e. The Walnut Tree that Wanted to Bear Tulips. Wiltse. 

(Stories for Kindergartens and Primary Schools.) 



28 COURSE OF STUDY 

f. Grandma Kaoline's Story. Wiltse. (Stories for Kinder- 

gartens and Primary Schools.) 

g. The Porcelain Stove. Ouida. (The Story Hour. Kate 

Douglas Wiggin and Nora Smith.) 
h. When I Was a Little Girl. Kate Douglas Wiggin. (The 

Story Hour. ) 
i. Work. Mary N. Prescott. 
j. Little Brown Hands. M. H. Krout. 
k. Prometheus. Cooke's Nature Myths and Stories. 
1. The Secret of Fire. Cooke's Nature Myths and Stories. 
m. The Little Red Hen. Appleton's First Reader, 
n. The Legend of Jubal. George Eliot. (Adapted.) 

0. Farm-yard Song. J. T. Trowbridge. (Whittier's Child 

Life. ) 
p. The Water-Mill. (Whittier's Child Life.) 

5. Songs. 

a. Spin, Lassie, Spin. Reinecke. 

b. The Tailor. 

c. The Farmer, 

d. The Woodman. 

e. The Shoemaker. 

f. . The Merry Workers. 

g. Morning Song. "I 

h. Alice's Supper. I Songs for Little Children. 

i. The Blacksmith. [ Part I. Eleanor Smith. 

j. The Carpenter. J 

k. Busy Carpenters. ^ g^^g q^^j-i^^ 

1. Song of the Sewing Machine. 1 for Kindergarten, by 
m. The Blacksmith's Song. Mildred and Patty Hill, 
n. The Lamplighter. J 

o. The Lamplighter. Eleanor Smith. 



Songs for Little Children. 

Part II. Eleanor Smith. 



II. INDUSTRIES OF PRIMITIVE PEOPLE. 

The Wigwam: A House wrrnouT Peoper Roop and very Easily 
Constructed. 

a. Story of Hiawatha's Childhood. 

b. Building of model of Hiawatha's house. Construct on a 

definite scale. 

c. Tools used by the Indians. 

d. Furniture of the house. 



IN HISTORY AND LITERATURE. 29 

2. Food of the Indians. 

a. Where found. 

b. Story of Hiawatha's bow and arrows. 

c. Story of Mondamin. 

d. Dishes of Hiawatha's time. 

e. Making of pottery. 

f. Story of Shingebis, the Diver. 

3. Clothing op the Indians. 

a. How obtained. 

b. Implements used. 

c. Weaving and making of loom. 

d. Making clothing. 

4. Traveling. 

a. Story of Hiawatha's canoe. 

b. Making of model canoe. 

c. Story of Pearlfeather. 

5. Picture Writing. 

Books of Reference: — 

1. Wcod^ s Natural History of Man. 

2. Sclioolcrafl^ s Inquiry into the Condition and Prospects of the 

North American Indian. 

3. Houses and House Life of the Indians. Morgan. 

4. The Red Man and the White Man. Ellis. 
6. Discovery of America. Fiske. Vol. I. 

6. Thatcher's Indian Biography. 

7. Frost's Indians of North America. 

8. World by the Fireside, p 50-70, 103. Kirhy. 

9. Harper's Magazine, Vol. XL., p 793. 

10. Miss Emerson's Indian Myths. 

11. Indian History for Young Folks. Drake. 

12. Manners and Customs of the Indians. Old South Leaflets. 

13. Homes and Habitations of Mun. Viollet-le-Duc. 

14- Schoolcraft's White Stone Cause. Library American Literature. 

Vol. v.— 281. 
15. Catlin's North American Indians. 

6r The Eskimo. 

a. Appearance of country. Journey there. Ice and Snow. 
Sun. Day and Night. Aurora Borealis. Vegetation. 
Animals. 



:50 COURSE OF STUDY 

b. Personal appearance of people. 

c. Dress— material; how made. 

d. Homes — Igloo; how built. Furniture. 

e. Food— How obtained. Weapons. 

f. Utensils. 

g. Modes of travel — Sledges; how made; how drawn. Har- 

ness. Boats; kinds; how made, 
h. Occupations — Hunting and fishing. Weapons used. 

Stoky: — Legend of the Northland. Cooke. 

TuiNGS TO BE made: — House, lamp, dress, bed bag, sledge, harness; 
boats, two kinds; weapons: bow and arrow, harpoon, spear. 

Things to be modeled: — Blocks out of which house is built; dogs 
to be harnessed to sledge; seals; utensils. 

Painting and Drawing with Pencil and on Blackboard. 

Books of Reference: — 

1. Children of the Cold. Schwatka. 

2. Seven Little Sisters and Each and All. Jane Andretos. 

3. Wood^s Natural History of Man. 

4. Congressional Reports: {a) Cruise of the Corwin; (6) Alaska. 

5. Search for Franklin. Schwatka. 

6. The World. Kirhy. 

7. The World of Ice. Balkndyne. 

8. My Arctic Journal. Mrs. Peary. 

9. United States Bureau of Ethnoloyy: 1887-88. Point Barrow 

Expedition. John Murdoch. 

10. World hy the Fireside, p 18-^4- Kirhy. 

11. St. Nicholas, 1885. 

12. Wide Awake, April, 1889. 

13. Harper's Magazine, Vols. XXV 111. {May, 1864), XXIX. 

{September, 1864.) 



III. EXPLAXATION OF OUR HOLIDAYS. 

Thanksgiving Day. 

a. The Mayflower. 

b. Plymouth Rock. 

c. Miles Standish. 

d. Samoset and Squanto. 

e. The First Winter. 

f. The First Thanksgiving. 



IN HISTORY AND LITERATURE. 31 

g. Thanksgiving Day. Lydia Maria Child. Whittier's Child 

Life, 
h. Song. Thanksgiving Day. Songs and Games. Walker, 
i. Song. Can a Little Child Like Me. Songs and Games. 

Walker. 

2. Christmas. 

a. The First Christmas. 

b. The Legend of St. Christopher. Kindergarten Stories and 

Morning Talks. Wiltse. 

c. St. Nicholas and His Gifts. Mrs. Jameson's Sacred and 

Legendary Art, Vol. II. 

d. Tiny Tim. Dickens. 

e. Howell's Christmas All the Year Round. St. Nicholas. 

f . The Fir Tree. Hans Andersen. 

g. The Last Dream of the Old Oak. Hans Andersen. 

h. ' Twas the Night before Christmas. Whittier's Child Life 

and Eliot's Poetry for Children, 
i. Old Christmas. Eliot's Poetry for Children, 
j. Song Bethlehem. Gounod, 
k. Song. Waken Little Children. Songs for Little Children. 

Eleanor Smith, 
1. Song. Christmas Hymn. Songs for Little Children. 

Eleanor Smith. 
m. Song. Shine Out, Oh Blessed Star ! Songs and Games. 

Walker. 

3. New Year. 

a. The Story of the Year. Hans Andersen. 

b. The Little Match Seller. Hans Andersen. 

c. The Mail Coach Passengers. Hans Andersen. 

d. New Year's Bargain. Susan Coolidge. 

e. Song. The Little New Year. Songs and Games. Walker. 

4. Washington's Birthday. 

a. Washington's Boyhood. 

b. His Home. 

c. In War. 

d. As President. 

5. Decokation Day. 

a. Abraham Lincoln's Boyhood. 

b. Youth, Hardships. 



32 COURSE OF STUDY 

c. Help to the Country. 

d. Our Soldiers. 

e. Sheridan's Ride. 

f. Barbara Freitchie. 

6. Fourth of July. 

a. Story of Our Flag. 

b. Bunker Hill. 

c. Paul Revere's Ride. 

d. George Washington. 

e. Israel Putnam. 

f. Patrick Henry. 

Books of Reference: — 

1. The Story Hour. Kate Douglas Wiggin. 

2. Pilgrims and Puritans. Nina Moore. 

3. George Washington. Scudder. 

4. Four Great Americans. Baldwin. 

5. Stories of Colonial Children. Mara Pratt. 

6. Stories of Indian Children. Mary Hall Husted. 

7. Harper's Magazine, January, 1877. 

8. Kindergarten Stories and 3Iorning Talks. Wiltse. 



IV. MYTHS; FOLK LORE; FABLES; OTHER STORIES 
AND SONGS. 

1. The Sun. 

a. Apollo and the Python. Old Greek Stories. Baldwin. 

b. Aurora. 

c. Phaethon. Cooke's Nature Myths and Stories. 

d. Hercules and the Golden Apples. Adapted from Haw- 

thorne's "Wonder Book. 

e. Orpheus. Stories of Old Greece. Firth. 

f. Demeter and Persephone. Cooke's Nature Myths and 

Stories. 

g. Balder. Cooke's Nature Myths and Stories. 

h. Thor and his Hammer. Norse Stories. Gudrun Thorne- 

Thomsen. 
1. The Sleeping Beauty in the Wood. 
j. Iduna and her Golden Apples. Norse Stories. Gudrun 

Thorne-Thomsen. 



IN HISTORY AND IJTERATURE. 33 

k. Sunshine Stories. Hans Andersen. 
1. The Dog and his Image. Aesop's Fables, 
m. The Ass and his Siiadow. Aesop's Fables. 
n. Song. I Have a Little Shadow. Song Pictures. Eleanor 
Smith. 

0. Song. Good Morning, Merry Sunshine. Songs for Little 

Children. Eleanor Smith. 
p. Song. Sunshine. Songs for Little Children. Eleanor Smith. 

The Stars. 

a. Peep Star! Star Peep! Wiltse's Stories. 

b. The Star and the Lily. Emerson's Indian Myths. 

c. Legend of the Great Dipper. Wiltse's Stories. 

d. Song. Stars. Children's Songs. W. L. Tomlins. 

e. Star Dollars. Grimm. 

f. Song. Sleep, Baby, Sleep. Songs for Little Children. 

Eleanor Smith. 

g. Song. Twinkle, Twinkle, Little Star. Songs for Little 

Children. Eleanor Smith. 

Moon Stokies. 

a. The German Story. Fiske's Myths and Myths Makers. 

b. The Chinese Story. Harper's Magazine. Vol. LXIL, 1881. 

c. The Indian Story. Birth and Growth of Myth. Clodd. 

d. The Indian Story. Longfellow's Hiawatha. 

e. The Iceland Story, or Jack and Jill. Fiske's Myths and 

Myth Makers. 

f. The Man in the Moon. Fiske's Myths and Myth Makers. 

g. Seven Times One. Jean Ingelow. 

h. Children in the Moon. Eliot's Poetry for Children and 
Whittier's Child Life. 

i. The New Moon. Eliot's Poetry for Children and Whittier's 
Child Life. 

j. Lady Moon. Whittier's Child Life. 

k. Song. The Baby and the Moon. Songs for Little Chil- 
dren. Eleanor Smith. 

1. Song. The New Moon. Songs for Little Children. Eleanor 

Smith. 
m. Song. Who Has the Whitest Lambkins. Songs for Little 
Children. Eleanor Smith. 



34 COURSE OF STUDY 

4. Rainbow Stories. 

a. Jack and the Bean Stalk. 

b. Iris. Cooke's Nature Myths and Stories. 

c. The Indian Story. Longfellow's Hiawatha. 

d. The Pot of Gold. 

e. Bifrost and Heimdall. Norse Stories. Gudrun Thorne- 

Thomsen. 

5. The Air and the Wind. 

a. Athena and the Olive. 

b. Hermes. Cooke's Nature Myths and Stories. 

c. Ulysses and the Bag of Winds. The Odyssey. 

d. Aeneas and the Winds. The Aeneid. 

e. The Four Winds. Longfellow's Hiawatha. 

f. The South Wind and the Sun. Riley. 

g. The Four Winds. Hans Andersen. 

h. Legend of the North Wind: About a Boy. Norse Stories. 

Gudrun Thorne-Thomsen. 
i. The Wind and the Sun. Aesop's Fables, 
j. What the Winds Bring. Eliot's Poetry for Children. 
k. Song. The North Wind. Songs for Little Children. Eleanor 

Smith. 
1. Song. Wind Song. Songs for Little Children. Eleanor 

Smith, 
m. Song. Little Jack Frost. Songs and Games. Walker. 

6. The Clouds. 

a. Apollo's Cows. 

b. Pegasus and Bellerophon. 

c. The Phaeacian Land. Cooke's Nature Myths and Stories. 

d. Swan Maidens. Cooke's Nature Myths and Stories. 

e. The Snow Queen. Second Story. Hans Andersen. 

f. The Snow Man. Hans Andersen. 

g. The Ice Maiden. Hans Andersen. 

h. Song. The Rain Song. Songs for Little Children. Eleanor 

Smith. 
i. Song. The Snow Clouds. Songs for Little Children 

Eleanor Smith, 
j. Song. Tiny Little Snow Flakes. Songs and Games. Walker. 

7. The Sea. Water. 

a. Neptune and the Horse. 

b. Stop, Stop, Pretty Water. Whittier's Child Life. 



IN HISTORY AND LITERATURE. 35 

c. The Fly, the Raindrop and the Snnbeam. The Kinder- 

garten. Douai. 

d. Song. A Million Little Diamonds. St. Nicholas Songs. 

8. Animals. 

a. Arachne. Old Greek Stories. Baldwin. 

b. The Cricket and the Poet. Browning's Poem, A Tale. 

c. Arion and the Dolphin. 

d. The Broken Wing. Emerson's Indian Myths. 

e. Aristaeus. 

f. Melampus. 

g. The Donkey and the Salt, Aesop's Fables. Cooke. 
h. The Fox and the Stork. Aesop's Fables. Cooke. 

i. The Happy Family. Hans Andersen. 

j. The Wren and the Bear. Grimm. 

k. The Ant and the Grasshopper. Aesop's Fables. 

1. The Crow and the Pitcher. Aesop's Fables. 

m. The Hare and the Tortoise. Aesop's Fables. 

n. The Ugly Duckling. Andersen. 

o. The Traveling Musicians. Andersen. 

p. Moufflou. Ouida. The Story Hour. Wiggin. 

q. The Brown Thrush. Whittier's Child Life. 

r. The Blue Bird. Whittier's Child Life. 

s. Song. Grasshopper Green. Song?; and Games. Walker. 

t. Song. The Blue Bird. Songs and Games. Walker, 

u. Song. The Birdie's Ball. Songs and Games. Walker. 

V. Song. All the Birds Have Come Again. Songs for Little 
Children. Eleanor Smith. 

9. Trees. 

a. Apollo and Daphne. Old Greek Stories. Baldwin. 

b. Rhoecus. Lowell's Poem. Stories of Old Greece. Firth. 

c. Baucis and Philemon. Cooke's Nature Myths and Stories. 

d. The Anxious Leaf. Beecher's Norwood. 

e. The Vine and the Oak. Emerson's Indian Myths. 

f. Old Pipes and the Piper of the Dryad. Stockton. St. 

Nicholas. Fanciful Tales. Stockton (Langworthy.) 

g. The Discontended Pine Tree. The Kindergarten. Douai. 
h. The Walnut Tree that Wanted to Bear Tulips. Wiltse's 

Stories. 
i. The Tree. Bjornsen. Whittier's Child Life, 
j. I'll Tell You How the LeaA es Come Down. Susan Coolidge. 



36 ' COURSE OF STUDY 

10. Flowers. 

a. Clytie. Cooke's Nature Myths and Stories. 

b. The Flax Flower. Andersen. 

c. May Blossom. Grimm. 

d. Chinese Story of the Narcissus. Fairyland of Flowers. 

e. The Dandelion. Longfellow's Hiawatha. 

f. Little Ida's Flowers. Hans Andersen. 

g. The Pea Blossom. Hans Andersen. 

h. The Story of the Seeds. Geo Macdonald. David Elginbrod. 

i. The Little Brown Seed. Margaret Sidney. 

j. Little Dandelion. Whittier's Child Life and Eliot's Poetry 

for Children. 
k. Song. The Little Flowers Came from the Ground. Songs 

for Little Children. Eleanor Smith. 
1. Song. The Flower Bed. Songs for Little Children. 

Eleanor Smith. 
m. Song. Where Do All the Daisies Go. Children's Songs. 

Tomlms. 
n. Song. The Dandelion. St. Nicholas Songs. (Best music.) 

Where the author is not mentioned, these stories are to be adapted 
from classic sources. They are not published in suitable form 
for little children. 

Books op Reference: — 

1. The Mythology of the Aryan Nations. Cox. 

2. Manual of Mythology. Cox. 

3. FisJce's Myths and Myth Makers. 

4. Rtiski')i''s Athena , Queen of the Air. 

5. ClodcVs Birth and Orowth of Myth. Humboldt Library. 

6. Bulfinch, Murray and DivighVs Mythologies. 

7. Miss Emerson's Indian Myths. 

8. Wiltse's Stories for Kindergartens and Primary Schools, 

9. Scudder's Fables and Folk Stories. 

10. Grimni's Fairy Stories. 

11. Hans Andersen's Fairy Stories. ■ 

12. Aesop's Fables. 

13. The Fairy Book. Craik. 

14. Tales of Norse Mythology. Benjamin Thorpe. 

15. Anderson's Norse Mythology. 



IN HISTORY AND LITP^RATURE. 37 

16. The Nine Worlds. Litchfield. 

n. Norse Stories. H. W. Mabie. 

18. Baldwiri's Stories of Siegfried. 

19. DeGarmo's Fairy Tales. 

20. Echoes from Mist Land. 

21. Algonquin Legends. Charles G. Leland. 

22. D. C- Brinton^s Aboriginal America. 

23. Myths of Greece and Rome. Guerher. 

24. World's Literature. Vol. L. Burt. 

25. Nature Myths and Other Stories. Flora J. Cooke. 



V. POEMS. 

1. Eliot's Poetry for Children. 

2. Whittier's Child Life in Verse. 

3. Stevenson's Child's Garden of Verse. 

VI. READING. 

1. Nature Stories. Bass. 

2. Book of Fables. Mara Pratt. 

3. Heart of Oak. I. Norton and Stephens. 

4. Nature's Byways. Ford. 

5. Fables and Rhymes for Beginners. Thompson. 

6. The Riverside Primer and Reader. 

7. JEsop and Mother Goose. Nash. 

8. A Study of Hiawatha and Nature. Krackowizer. 

9. The First Year Nature Reader. Beebe. 



38 COURSE OF STUDY 



Second Grade. 



I. INDUSTRIES OF THE PRESENT TIME. 

1. Modes of getting food: farm life. 

2. Building: materials; construction. 

3. Clothing: weaving; sewing. 



II. INVENTIONS OF PRIMITIVE PEOPLE. 
CAVE men; cliff dwellers; lake dwellers; pueblo builders; 

THE early greeks. 

study the inventions of these people in architecture, tools, pottery, 
costume, weaving, making clothing, modes of travel. 

Use making, modeling, molding, painting, drawing and paper cutting 
with each topic. Let the children reproduce the inventions as 
far as possible. 



III. STORIES OF STARS, WINDS, ANIMALS AND VEGETA- 
TION, AS IN FIRST GRADE. 



IV. STORIES OF MUSIC AND ART. 

1. Hermes and his Lyre. 

2. Orpheus. 

3. Arion. 

4. Apollo and Pan. 

5. Jubal. 

6. Saint Cecilia and the Organ. 

7. Mozart and Mendelssohn. 

8. Palissy, the Potter. 

9. Luca Delia Robbia. 



V. STORIES CONNECTED WITH EARLY GREEK HISTORY. 

1. Prometheus. 

2. Hercules. 



IN HISTORY AND LITERATURE. 39 

3. Jason. 

4. Ulysses. 

a. The Lotus-Eaters. 

b. The Bag of Winds. 

c. Circe. 

d. The Sirens. 

e. Calypso's Island. 

f. The Tempest. 

g. The Phaeacian Land. 



Books: — 



1. Homes and Habitations of Man. Viollet-le-Duc. 

2. Man before Metals. • Joly. 

3. Primitive Culture. Tylor. 
4- Primitive Society. Morgan. 

5. The Life of the Greeks and Romans. Guhl and Koner. 



VI. STORIES EXPLAINING OUR HOLIDAYS. 

AS IN FIRST GRADE. 

1. Thanksgiving Day. 

2. Christmas. 

3. New Year. 

4. Washington's Birthday. 

5. Decoration Day. 

6. Fourth of July. 



VII. POEMS. 



1. Eliot's Poetry for Children. 

2. Whittier's Child Life. 

3. Poems in connection with Natural Science; as, Robert of 

Lincoln, Bryant; The Crow's Children, Phoebe Gary. 

4. .Stevenson's Child's Garden of Verse. 

5. Child Lyrics. Frank Dempster Sherman. 



VIII. READING. 

1. Scudder's Fables and Folk Stories. 

2. Wiltse's Stories for Kindergartens and Primary Schools. 

3. Little Folks of Other Lands. Jane Andrews. 

4. Easy Steps for Little Feet. Swinton and Cathcart. 



40 COUESE OF STUDY 

5. All the Year Round. Strong. 

6. Hans Andersen's Fairy Stories. Stickney. 

7. Classic Stories for the Little Ones. McMurry. 

8. Nature Stories for Young Readers. Bass. 

9. Nature Myths and Stories. Cooke. 

10. ^sop's Fables. Stickney. 

11. Grimm's Fairy Tales. Wiltse. 

12. Fairy Stories and Fables. Baldwin. 

13. The Story of Ulysses for Youngest Readers. Davit 

14. Stories of Indian Children. Mary Kail Husted. 



IN HISTORY AND LITERATURE. 41 



Third Grade. 



Central Thought: — Development of the Industrial Arts with especial 
emphasis upon the value of society and division of labor. 



I. STUDY OF ROBINSON CRUSOE AND STORIES OF 
INVENTIONS AND INVENTORS.* 

1. Writing: The Books of the Past. 

a. Writing on Bricks and Stone. 

b. Papyrus and Parchment Books. 

c. Illuminated Manuscripts, 

d. Gutenberg and the Invention of Printing. 

e. The Newspaper and Post Office. 

f. The Telegraph and Telephone. 

g. The Story of Benjamin Franklin and his Kite. 

2. Traveling. 

a. How people traveled long ago. 

b. James Watt and the Steam Engine. 

c. Primitive boats. Sailboats. Steamboats. 

d. Story of Robert Fulton. 

e. Modes of travel in our time. 

3. Time. 

a. Ways of telling time in the past — The shadow-stick, sun 

dial, clepsydra and sand glass. 

b. King Alfred and his Lantern. 

c. Stories of Famous Clocks. 

d. Watches. 

i. Pottery. 

a. Primitive inventions. 

b. Burning and Decoration. 

c. The Potter's Wheel. 

d. Story of Luca Delia Robbia. Story of Palissy. 

e. Modern Pottery. 



42 COURSE OF STUDY 

5. Architecture. 

a. Buildiiigs of wood without roofs. 

b. Buildings of wood with roofs. 

c. Brick buildings. 

d. Stone buildings. 

Trace Principles of Roofin ;: — The lelieving gable; the false arch; 

the column. 
Trace Decorations of Painting and Sculpture. 

6. Defence. 

a. Walls. Story of a people needing defence. 

b. Castles. Knights of the Middle Ages. 

c. Armor. Education of the Knight. 

d. Story of Sir Philip Sidney. 

e. King Arthur Legends. 



*See Stories of Industry. Chase and Clow. 
American Mechanical Dictionary. Knight. 
Iconographic Dictionary. Heelt. 
Captains of Industry. Parton. 
Hale's Stories of Invention. 

II. STORIES FROM NORSE MYTHOLOGY. 

see Anderson's mythology; Baldwin's story of Siegfried; echoes 

FROM MIST land; THE NINE WORLDS; ST. NICHOLAS; HEROES OF ASGARD. 

1. Siegfried. 

2. Brynbild. 

3. Balder. 

4. Tyr. 

5. Odin. 

6. Heimdall. 

7. Thor's Visit to Jotunheim. 

8. The Apples of Iduna. 



III. EARLY HISTORY OF CHICAGO. 

1. Indians at or near Chicago. 

2. Geography with Sand Molding. 

3. Marquette and Joliet. 

4. Marquette's Winter in Chicago. 

5. LaSalle. 



IN HISTORY AND LITERATURE. 43 

6. Starved Rock. 

7. First Settlement — Maps. 

8. Fort Dearborn. 

9. Abraham Lincoln. 
10. Growth of Chicago. 

Books op Reference: 

1. Parkmmi's Works, especially LaSalle and the Great West 

2. Making of the Great West. Drake. 

3. The Old Northwest. Hinsdale. 

4. American Commomoealths. 

5. Pioneers of Illinois. W. Matson. 

6. Fergus Papers. 

7. History of Illinois. Ford. 

8. Chicago Antiquities. Hurlbut. 

9. Discovery and Conquest. Blanchard. 

10. Life and Times of Gov. John Reynolds. 

11. History of Cook County. Andreas. 

12. The Story of Tonty. Catherwood. 
IS. Pioneer Stories. McMurry. 

14. Waubun. Kinzie. 

15. History of Chicago. Kirkland. 

16. The North-west and History of Chicago. Blanchard. 

17. Discovery and Exploration of the Mississippi Valley. Shea. 

Vol. IV. 

18. American Biography. Sparks. 

IV. READING. 

1. The Seven Little Sisters. Jane Andrews. 

2. Each and All. Jane Andrews. 

3. Robinson Crusoe. McMurry and Husted. 

4. Robinson Crusoe. Lambert. 

5. Aunt Martha's Corner Cupboard. Kirby. 

6. Poems in Connection with Natural Science; as, Wisliinj?, 

Allingham; The Wind in a Frolic, William Howitt. 
Buttercups and Daisies, Mary Howitt. 

7. Young Folk's Robinson Crusoe. Adams. 

8. Stories of Old Greece. Firth. 

9. Stories from Norseland. Pratt. 
10. Andersen's Fairy Tales. Stickney. 



44 COURSE OF STUDY 

11. Selections from Heart of Oak. II. 

12. The Stories Mother Nature Told her Children. Jane Andrews. 

13. Fifty Famous Stories Retold. Baldwin. 

14. Old Stories of the East. Baldwin. 

15. Fanciful Tales. Stockton. (Langworthy). 

16. Stories of American Life and Adventure. Edward Egg leston. 

17. Stories of Great Americans for Little Americans. Edward 

Egiileston. 

18. Four Great Americans. Baldwin. 

19. Hiawatha. Longfellow. 

20. Stories of Colonial Children. Pratt. 

21. Stories of Norse Gods and Heroes. Annie Klingensmith. 

22. Alice in Wonderland. Carroll. 



IN HISTORY AND LITERATURE. 45 



Fourth Grade. 



Central Thought: — Developmeut of the Industrial Arts with especial 
emphasis upon beauty in architecture and sculpture and heroism 
in character. 



I. STORIES FROM THE ODYSSEY. 

1. Leaving Troy. 

2. The Lotus-Eaters. 

3. The Cyclopes. 

4. Eolus and the Bag of Winds. 

5. Circe's Palace. 

6. The Song of the Sirens. 

7. Calypso's Island. 

8. The Tempest. 

9. The Phseacian Land. 

a. The Washing and Game of Ball. 

b. The Palace— How Built. 

c. Occupations of the Phaeacians. 

d. The Games. 

e. Story Telling and Music. 

f. Ulysses' Journey Home. 

g. Ulysses in His Home. 



II. THE SPARTANS. 

1. The Education of the Spartan Boys. 

2. Story of Leonidas. 

3. Greek Art Illustrating Physical Strength. 



III. THE ATHENIANS. 

The Education of the Athenian Boys. 

Stories of Marathon, Thermopylae and Salamis. 

Athenian Art: The Acropolis; The Parthenon; Sculpture. 

Stories of Hercules, Apollo and Ceres and Proserpine. 



46 COURSE OF STUDY 

Books: — 

1. Earhj Chapters in Greek History. Gardiner. 

2. Schiiemann'a Troy. Barckhardt. 

3. The Life of the Greeks. Guhl & Koner. 

4. Greek Education. Davidson. 

5. Plutarch's Lives: Lycurgus <& Solon. 

7. History of Ancient Sculpture. Lucy Mitchell. 

IV. AMERICAN HISTORY. EXPLORATION. 

1. Pre-Columbian History. 

a. Geographical Knowledge of the Ancients. 

b. Exijlorations of the Norsemen — Vinland. 

c. The Crusades and their Effects. 

d. Marco Polo's Book. (See Old South Leaflets. ) 

e. The Mariner's Compass. 

f. Gunpowder Ueed. 

g. Explorations of King Henry of Portugal, 
h. The Printing Press. 

i. The Routes to India. Genoa and Venice. 

j. Spain under Ferdinand and Isabella; The Moors; The Al- 

hambra. Read from " The Alhambra," by Irving, 
k. Columbus. 

1. Archaeology of North America, 
m. Aborigines of North America. 

Books of Reference: — 

1. Bunbiiry''s History of Ancient Geography. 

2. Narrative and Critical History of America. Winsor. 

3. Fiske's Discovery and Spanish Occupation of North 

America. 

4. Irving's Columbus and Justin Winsor^s Columbus. 

5. Prescotfs Ferdinand and Isabella. 

6. Spruner's Historical Atlas. 

7. History of America. Payne. 

2. Spanish and Portugese Discoveries and E.xplorations. 

a. Columbus 

b. Vasco de Gama. 
c Ponce de Leon. 

d. Balboa. 

e. Magellan. 



IN HISTORY AND LITERATUEE. 47 

f. Cortez and the Aztecs. 

g. Pizarro and the Incas. 
h. DeSoto. 

Books of Reference: — 

1. Life of Columbus. Justin Winsor, 

2. Discovery of America by Columbus. Maynard & Co. 12c. 

3. Fiske's Discovery and Conquest, 

4. Prescott's Conquest of Mexico. 

5. BiarVs Aztecs. 

6. Ober^s Mexico. Hale's Mexico. 

7. Harper's Monthly, Volume XII. 

8. Eggleston's Montezuma. 

9. Eggleston''s Conquest of Mexico. 

10. Allen's Pizarro. 

11. Harper's Monthly, Volume VII. 

12. Towle's Pizarro. 

13. Prescotfs Conquest of Peru. 

14. The Land of the Pueblos. Susan E . Wallace. 
3. French Discoveries and Explorations. 

a. France under Francis I. 

b. Verrazano. 

c. Cartier. 

d. Champlain ; the Fur Trade and the Jesuits. 

e. Marquette and Joliet ; LaSalle. See books for Third 

Grade; Champlan and his Associates. Maynard & Co. 
12c. 

f. Old South Leaflets. Verrazano. 

i, English Discoveries and Explorations. 

H. England under Henry VII. 

b. The Cabote. 

c. Henry VIII. and Queen Elizabeth. 

d. Sir Francis Drake. 

e. Gilbert and Raleigh. 

f. Frobisher. 

Books of Reference: — 

1. Higginson's Young Folks' Histoid of Explorers. 

2. Towle's Biographies. 

3. Epochs American History. Hart. Vol. I. 

4. Kingsley's Westward Ho. 



48. COUESE OF STUDY 

V. READING. 

1. The Wonder Book. Hawthorne. 

2. The Tanglewood Tales. Hawthorne. 

3. Stories of the Old World. Church. 

4. The Adventures of Ulysses. Lamb. 

5. The Story of Ulysses. Cook. 

6. The Odyssey. Palmer or Butcher and Lang or Bryant. 

7. Stories of the Golden Age. Baldwin. 

8. Old Greek Stories. Baldwin. 

9. Greek Hero Stories. Kingsley. 

10. The Story of Greece. Guerber. 

11. The Tales of Troy. De Garmo. 

12. Ulysses among the Phaeacians. Riverside. 

13. Eggleston's First Book in American History. 

14. American History Stories. Dodge. 

15. The Story of Columbus. Mara Pratt. 

16. The Water Babies. ■ Kingsley. 

17. Pilgrim's Progress. Bunyan. 

18. Swiss Family Robinson. Wyss. 

19. The Nine Worlds. Litchfield. 

20. Heroes of Asgard. Keary. 

21. The Story of Siegfried. Baldwin. 

22. Short poems: Longfellow's Pegasus in Pound; Schiller's 

Pegasus in Harness; To a Butterfly, Wordsworth; The 
Mountain and the Squirrel, Emerson; The Brook, 
Tennyson; The Gladness of Nature, Bryant. 

23. Heart of Oak. 11. 



IN HISTORY AND LITERATURE. 49 



Fifth Grade. 



Central Thought: — Beginnings of self-government and relation of 
industrial life to social life. 

PLAN FOR STUDY OF COLONIAL HISTORY. 

1. Cause of Settlement ; Condition of Mother Country. 

2. Character of Colonists. 

3. Geography of Country Settled. 

4. Occupations of People. 

5. Events Modifying Character of People and History. 

6. Government Established. 

7. Social Life. 

8. Effects of Changes in English Government. 



L VIKGINIA. 



1. Cause of Settlement : Economical— Cessation of Spanish 

wars. London Company. Adventure. 

2. Character of Colonists : Country gentlemen ; Cavaliers^ 

First Colonists : Men seeking gold ; indolent ; single. 

3. Geography : Rich soil, noble rivers, genial climate, harbors. 

4. Occupations : Agriculture, tobacco — " Source of Virginia's 

Wealth"; trade; no cities ; demand for slavery, 

5. Events : (a.) Smith compelled labor. 

(b.) Individual proprietorship in land. Dale, 
(c.) Homes Established, 
(d.) Changes in London Co. 

6. Government: Royal province, isolated plantations, aristo- 

cratic tendencies, House of Burgesses. 

7. Classes of Society: 

(a.) Slaves. 

(b.) Indented Servants, 
(c.) Small Farmers, 
(d.) Great Planters 



50 COURSE OF STUDY 

Large Estates; Comfortable Houses; Great Natural 
Highways; Hospitality; No Free Schools. 
8. Effects of the Commonwealth; The Restoration; The Rev- 
olution of 1688. 
Books: — 

1. Doyle's English Colonies in America. 

2. Lodge's English Colonies in A merica. 

3. Commonwealth Series, Virginia. 

4. Doyle's Virginia. 

5. Settlement of Virginia. Maynard, Merrill & Com- 

pany. 12c. 

6. Pocahontas and Poivhafan. Eggleston. 

7. Old Virginia and her Neighbors. John Fiske. 

8. Scribnefs Series : The Colonial Era. Fisher. 

II. PILGRIM COLONY. 

1. Queen Elizabeth and the Puritans. 

2. James I. and the Separatists. 

3. Life in Holland. 

4. Emigration; Reasons: Ecclesiastical. 

5. Character of Colonists: Frugal, industrious, men with 

families. 

6. Cape Cod Bay; Geography. 

7. First Winter; Spring; Summer; Autumn; Thanksgiving. 

8. Occupations. 

9. Townships; The Town Meeting. 

10. Houses and Home Life; Dre=s. 

11. Religion; Peculiar Church Customs. 

12. Amusements. 

13. Schools. 

14. Longfellow's Miles Stan dish. 

Books: 

1. The Beginnings of Neio England. Fiske. 

2. Old Times in the Colonies. Coffin. 

3. Compendium History of Neio England. Palfrey. 

4. Making of New England. Drake. 

5. New England Legends and Folk Lore. Di-ake. 

6. Narrative and Critical History, Vol. Ill, Chapter 8. 

7. Incidents in the Early History of New England. White, 

Chapters II and III. 

8. American History Told by Contemporaries. Edited by Hart. 

9. Customs and Fashions in Old New England. Alice Morse 

Earle. 



IN HISTORY AND LITERATURE. 51 

10. Century Magazine, Vol. IIL 

11. Harper^s Magazine, Vol. LIV., page 180. 
1^. Lodge's English Colonies in America. 

13. DoyWs English Colonies in America. Henry Holt & Co. 

New York. 

14. History of Plymouth Plantation. Maynard & Merrill. 

12c. 

15. Library American Literature. 1. 116-124. 

16. Epochs of American History. Vol. 1. Hart. 

17. The Beginners of a Nation. Edward Eggleston. 

III. THE PURITAN COLONY. 

1. Geography of Massachusetts Bay. 

2. Cause of Colonization, 

3. Character of Colonists. 

4. Plymouth Co. 

5. Charter Government. 

6. The Town Meeting. 

7. Church and State United. 

8. Dorchester Co.; First and Second. 

9. Roger Williams and Anne Hutchinson. 

10. Harvard College. 

11. New England Confederation. 

12. Quakers. 

■ 13. Royal Colony. 

14. New Charter. 

15. Literature; Bay Psalm Book. 

16. Religion; Tolerance; Sunday. 

17. Social Distinctions; Schools. 

18. Comparison with Virginia. 

Books: — 

1. See BooTcs for Pilgrim Colony. 

2. Harper^ s Magazine, Vol. LIIL, page 830. 

3. Century Magazine, Vol. VIIL, page 387. 

4. For the Toion Meeting see Lodge's Life of John Adams, 

and Fiske's American Political Ideas and Civil 
Government. 

5. Harfs American Literature. 

6. Young Folks' History of Boston. Butterworth, 

7. Hawthorne's Twice Told Tales and Grandfather's Chair. 



52 COURSE OF STUDY 

IV. SErTLEMENT OF RHODE ISLAND, COXNECTICUr, 
NEW HAMPSHIRE AND MAINE. 



V. REVIEW OF NEW ENGLAND. 

1. Cause of Colonization. Religion. Plymouth Co, 

2. Character of Colonists: Yeomanry; Puritans, 

(a.) Seeking to found homes. 

(b.) Industrious, accustomed to labor. 

(c.) Men with families. 

3. Geography: Soil generally thin and poor, vast forests, 

water power, harbors, extremes in climate. 

4. Occupations: Variety of products, no demand for slavery, 

manufacturing, trade. 

5. Government: Townships and villages, the town meeting, 

colonial assemblies, charters, theocratic government, 
union of church and state. 

6. Social Life: Social equality developing. Puritanical cus- 

toms, religious intolerance; compare colonies; popular 
education. 

7. Effects of the Commonwealth: The Restoration; the Revo- 

lution of 1688. 



VI. NEW YORK. 



1. Geography of Holland. 

2. Reading of Hans Brinker, Chapter II. 

3. William the Silent and the Rise of the Dutch Republic. 

Siege of Leyden. 

4. Dutch Commerce; Amsterdam, Antwerp, etc. 

5. Henry Hudson. 

6. New Netherlands; Geography of the Hudson River Valley; 

Trading Station on Manhattan Island; New Netherlands 
Co.; Forts on Manhattan Island and at Albany or Fort 
Orange. 

7. Dutch West India Company; Walloons; Patroons. 

8. The Four Dutch Governors. Read from Irving's " Knick- ' 

erbocker History of New York." 

9. Occupations. 



IN HISTORY AND IJTERATURE. 53 

10. Houses and Furniture. 

11. Dress and Amusements. 

12. Religion; Toleration; Education. 

13. Manner of Living; Society. 

14. Legend of Sleepy Hollow. Irving. 

15. Rip Van Winkle. Irving. 

16. Life of Washington Irving; Sunnyside. 

17. New Amsterdam becomes New York. Why were the Dutch 

willing to submit ? 

18. English Rule. 

Books: — 

1. Motley^s Rise of the Dutch Republic. 

2. Holland and Its People. De Amicis. 

3. New YorTc; Commonioealth Series. 

4. Knickerbocker History of New York. 

5. Irving''s Sketch Book. 

6. Old Dutch Times in New York. Higginson^s History. 

7. Library American Literature. Vol. VII. —184. 



VII. PENNSYLVANIA. 

1. The Quakers. George Fox. 

2. William Penn. 

3. Penn's Grant, 1681. 

4. Geography of Pennsylvania. 

5. Settlement, 1681. Three ships on the Delaware, 1682. 

Penn, himself, with one hundred people. Land obtained 
by fair purchase from Indians. 

6. Philadelphia. Plan of; Growth. 

7. Growth of Colony. Occupations of people. 

8. Government, proprietary; Compare with other colonial 

governments. 

9. Religion. Tolerance; Effects of. 

10. Penn's later life. Return to England, 1684. Return to 
colony, 1699. Death, 1718. Government of his de- 
scendants. 
11. Union with Delaware dissolved in 1691. 
12. , Society. Home Life. 
13. Early Life of Benjamin Franklin. 



54 COURSE OF STUDY 

VIII. MARYLAND. 

1. George Calvert. Lord Baltimore ia Newfoundland ; in 

Virginia. Grant of the land north of Virginia. Cecil 
Calvert. Charter. 

2. Geography of Maryland. 

3. Settlement, 163i. Character of settlers. Land tenure. 

Occupations. Mode of life. 
i. Struggle with Virginia. 
5. Constitution and growth of colony. Compare with other 

colonies as to education, religion and progress. 



IX. THE CAROLINAS. 

1. Cause of settlement. Geography. 

2. Eight patentees, 1663. 

3. Charter. 

4. Settlement, N. C. (1.) From Virginia on Albemarle River. 

(2.) From New Eagland near Cipe Fear. S. C. (1.) From 
Barbadoes near Cape Fear. (2.) From Eagland at 
Charleston. 

5. Locke's Model. The Fundamental Constitutions. 



X. GEORGIA. 



1. Geography. 

2. Cause of settlement. 

3. Oglethorpe. 

4. Relations with Spanish settlements. 

5. Occupations. 

6. A Royal Colony 



XI. CANADA. 



1. History of France in the Sixteenth Century. 

2. Geography of Canada. 

3. Verrazano. Cartier. Champlain. 

4. Cause of Settlement. The Fur Trade. The Jesuits. 

5. Forts in the West. 



IN HISTORY AND LITERATURE. 55 

6. Marquette and Joliet. 

7. Louis XIV. and Frontenac. 

8. La Salle. 

9. French and English Colonies Compared. 

Books : — 

1. Parkmati's Works. 

2. Harper's Monthly, LXV., 1882. 

3. Drake's Making of the Great West. 

4. The Old Northwest. Hinsdale. 

5. Commonwealth Series. 

6. See page 43. 



XII. THE FRENCH AND INDIAN WAR. 

1. Extent of French Territory in America. 

2. Extent of English Territory in America. 

3. Map in color. 

4. Discussion : —Why was England the only country to make 

lasting settlements in America ? ■ 

5. Comparative Strength of France and England in America. 

6. Cause of Hostile Relations. 

7. First Struggles : King William's War ; Quoen Anne's 

War ; King George's War. 

8. Geography of the .Ohio Valley. 

9. The Ohio Co.; Washington's Expedition; Early Life, 

10. Fort Duquasne. 

11. Congress at Albany. 

12. Brciddock's Campaign, 

13. The Acadians. 

Li. Longfellow's Evangeline. 

15. WiUiamPitt. 

16. Louis burg. 

17. Quebec ; Wolfe and Montcalm. 

18. Results of the War ; Forts in the West ; Pontiac's War. 

Books : — 

1. Irving's " Washington.'''' 

2. Fiske — Irving's Washington and Ms Country. 

3. Harper's Monthly, Vol. LXV., 1882. 

4. The Conspiracy of Pontiac. Parkman. 



56 COURSE OF STUDY 

6. Wolfe and Montcalm. Parkman. 

6. The Old Regime in Canada. Farkman. 



XIII. EEADING. 

1. Longfellow's Hiawatha. 

2. Pioneer History Stories. McMurry. 

3. Tales from English History. Rolfe. 

4. Settlement of Virginia. John Smith. 

5. History of Plymouth Plantation. Governor Bradford. 

6. Longfellow's Miles Standish. 

7. Grandfather's Chair. Hawthorne. 

8. Irving's Rip Van Winkle. 

9. Irving's Sleepy Hollow. 

10. Hans Brinker. Mary Mapes Dodge. 

11. Franklin'ri Autobiography. 

12. Tennyson's Revenge. 

13. Longfellow's Elizabeth. 

14. Lowell's First Snow Fall; Longfellow's Children's Hour; 

Emerson's Snow Storm; Hawthorne's Snow Image. 

15. The Last of the Mohicans. Cooper. 

16. Leather Stocking Tales. Cooper. 

17. The King of the Golden River. Ruskin. 

18. Poems in Connection with Natural Science: Flowers, Leigh 

Hunt; TheUseof Flowers, Mary Hewitt; The Emperor's 
Birds' Nest, Longfellow; The Sandpiper, Celia Thaxter; 
The Pied Piper of Hamelin, Browning; Bishop Hatto, 
Southey. 

19. Stories from the Arabian Nights. 

20. Heart of Oak. IV. 



IN HISTORY AND LITERATURE. 57 



Sixth Grade. 



Centkal Thought:— Comparison of Forms of Government. 



I. CHINA. 

1. Geography: Structure; Geology; Climate; Plant and 

Animal Life. 

2. Present Condition of People ; Manners and Customs. 

3. Language and Literature. 

4. Education and Government. 

5. Religion. Life of Confucius. 

6. Race ; Other Branches ; Conquests ; Marco Polo. 

Books: — 

1. The Middle Kingdom. S. Wells Williams. 

2. Travels in the Middle Kingdom. Wilson. 

3. Clarke's Ten Great Religions. 

4. Clodd's Childhood of Religions. Humboldt Lib. 

5. Confucius and Mencius. Legge. 

6. Bible of the Ages. Stebbins. 

7 World by the Fireside. Kirby. 

8. Little People of Asia. Olive Thome Miller. 

9. Story of China. Mara Pratt. 



II. INDIA. 



1. Geography: Structure; Geology; Climate; Plant and 

Animal Life. 

2. Present Condition. English Rule ; Story of Lord Clive. 

3. The Caste System and its Results. 

4. A Hindu Home. 

5. Language ; Literature and Religion ; Story of Buddha. 

6. The Mogul Empire. 



58 COURSE OF STUDY 

Books : — 

1. India. Bohn Library, 

2. The High Caste Hindu Woman. Ramabai. 

3. The Boy Travelers in India. Knox. 

4. ArnokVs Light of Asia. 

5. Clodd's Childhood of Religions. Huniboldt Lib. 

6 Macaulay''s Essays on Lord Clive and Warren Hastings. 

7. World by the Fireside. Kirhy. 

8. Modern Hinduism. Wilkins. 

9. Story of India. Mara Pratt. 



III. THE ARYANS. 

1. The Home of the Aryans ; Geography of the Amoo Daria 

Basin. 

2. Occupations ; Government ; Worship. 

3. Read from " Ten Eoys on the Road from Long Ago to Now." 

Books : — 

1. The Aryan Race. Morris. 

2. The Aryan Household. Hearn. 

3. The Origin of the Aryans. Taylor. 

4. Clarke''s Ten Great Religions. 

5. What we Learn from India. Max Muller. Lovell Lib. 



IV. THE PERSIAN EMPIRE. 

1. Geography of the Long Plateau and of the Tigro-Euphrates 

Basin. 

2. Building Material. The Mounds. 

3. City of Babylon. Nebuchadnezzar's Palace. 

4. Zoroaster and the Zend Avesta. 

5. Character of People in Early Times; Education. 

6. Cyrus: Early Life; Legends; Cyrus as a Conqueror. Com- 

pare Ancient and Modern Warfare. 

7. Read from "Ten Boys." 

Books: — 

1. Story of the Nations: Chaldaea. Ragozin. 

2. Raivlinson's Great Monarchies. 



IN HISTORY AND LITERATURE. 59 

Xenophori's Cyropcedia and Herodotus. 

Bloss' Ancient History gives Xenoplion's Story, and 
Church's Stories from Herodotus gives that of 
Herodotus. These children can read. 



V. GREECE. 

CONTINUE "the READING OF THE "tEN BOYS ON THE ROAD FROM 
LONG AGO TO NOW." 

1. Stories of the Persian Wars. 

2. Study of Greek Architecture and Art. 



VI. ROME. 

READING OF THE "tEN BOYS" CONTINUED, 

1. Study of Roman Architecture. 

2. Stories from Livy. 

3. Julius Cfesar. 



VII. THE AGE OF CHIVALRY. 

READING OP "ten BOYS" CONTINUED. 

1. The Feudal System. 

a. Classes of Society. 

b. Castles and Armor. 

' c. Chivalry-Education. 
d. Sports-Heraldry. 

2. Stories op Feudal Times. 

a. Charlemagne. 

b. The Crusades. 

c. William Wallace and Robert Bruce. 

d. Richard Coeur de Lion. 

e. King Arthur Legends. 

f. Stories from Froissart. 

Books: — 

1. Annals of a Fortress. Viollet-le-Duc. History of Civilization. 
Guizot. Jconographic Dictionary. Manners, Customs and 
Dress during the Middle Ages. Laeroix. Froissart's Chronicles. 



60 COURSE OF STUDY 

VIII. THE AMERICAN BOY FROM THE "TEN BOYS." 

the revolutionary war. 
Causes: 

1. Independent Spirit of Colonies. 

a. Brought from England; Character of English People 

and their Institutions. 

b. Developed by Local Self -Government; Charter Gov- 

ernments; Colonial Assemblies; New England 
Town Meetings. 

2. Fall of French Power in America. 

3. Restrictions of Commerce. 

a. Cromwell's Navigation Act, 1651. Enforced by Chas. 

II, 1660. 

b. Policy of Restriction from 1660 to 1761; Stuart Rule. 

c. England's Board of Trade Act. 

4. Colonial Assemblies Suppressed; Stuart Rule. 

5. Taxation; Rule of House of Hanover. 

a. Writs of Assistance. 

b. Stamp Act; Grenville. 1765; Patrick Henry. 

c. Stamp Act Repealed, 1766; Declaration that Parlia- 

ment had a right to tax the colonies. Rockingham. 

d. Tax on tea, glass, paper and painters' colors, 1767. 

Townsend. 

e. Tax on Above Repealed except on tea. 1770. Lord 

North. 

f . Troops in Boston ; Boston Massacre, 1770. 

g. "Boston Tea Party," 1773 ; A Ballad of the Boston 

Tea Party, Holmes; Boston, Emerson, 
h. Boston Port Bill, 1774; Burke's Speech on American 
Taxation. 

6. Withdrawal of the Right of Self-government. 

Aggressive Acts. 

1. Restrictions of Commerce. 

2. Colonial Assemblies Suppressed. 

3. Taxation. 



IN HISTOEY AND LITERATURE. 61 

Efforts toward Union. 

1. Necessity Felt in Early Times, 1637. 

2. Confederation of 1643. 

3. Congress of 1690. 

4. Attempt of Penn, 1697. 

5. Proposition by Officer of the Crown, 1751; Anonymous Let- 

ter in Philadelphia 

6. Congress of 175i. 

InitiaIj Steps. 

1. First Continental Congress. 

2. Lexington and Concord; "Paul Revere's Ride;" Concord 

Hymn. Emerson. 

3. Bunker Hill; Warren's Address. Pierpont; Grandmother's 

Story of the Battle of Bunker Hill. Holmes ; Webster's 
Orations; Joseph Warren, M. D. Holmes. 

4. Second Continental Congress. 

5. Washington Commander-in-Chief. 

6. Declaration of Independence. 
7 Ticonderoga and Crown Point. 
8. Articles of Confederation. 



Campaigns. 

1. About Boston. Siege. 

2. About New York : Cause of Attack of British ; Geography 

of Hudson River Valley ; Location of Forts; Long Island ; 
Evacuation of New York; White Plains; North Castle; 
Fort Washington; Fort Lee; Retreat to Philadelphia; 
Reasons. 

3. About Philadelphia: Geography of Region ; Trenton ; Prince- 

ton; Morristown: Brandywine; Germantown. 

4. Burgoyne's Invasion: Geography; Purpose; Plan; Ticonder- 

oga; Hubbardtown; Bennington; Fort Schuyler; Sara- 
toga; Surrender; Results; Valley Forge; Character of 
Gates; Conway Cabal; Benedict Arnold. 

5. War in the South : Greene's Retreat ; Yorktown . Peace of 

Paris ; Boundaries ; Fisheries ; George Rogers Clarke and 
the Northwest. See Story on the Constitution. 



62 COURSE OF STUDY 

Books: — 

1. The War of Independence. Fiske. 

2. The Life of Washington. Irving. 

3. Washington and his Country. Fiske — Irving. 

4. Frothinghavi's Boston. 

5. Lossing''s Field Book, of the Revolution. 

6. The American Revolution. Fiske. 

7. Cooper's Spy. 

8. TrumbulVs McFingal. 

9. Thackeray''s Virginians, 

10. The Green Mountain Boys. 

11. William M. Thayer''s Farmer Boy. {Washington.) 

12. Library American Literature. V. — 295. III. — 190, 

460, 13, 349, 244, 350, 356. 

IX. READING. 

1. Longfellow's Evangeline. 

2. The Ten Boys on the Road from Long Ago to Now. Jane 

Andrews. 

3. Stories from the Iliad. Church. 

4. The Tale of Troy. Aubrey Stewart. 

5. The Iliad. Bryant. 

6. Our Young Folks Plutarch. Kaufmann. 

7. The Story of Ancient Rome. Guerber. 

8. Lays of Ancient Rome. Macaulay. 

9. Tales of a Grandfather. Scott. 

10. Tales of Chivalry. Rolfe. 

11. Story of Roland. Baldwin. 

12. George Washington. Scudder. 

13. Grandmother's Story of Bunker Hill Battle. Holmes. 

14. The Spy. Cooper. 

15. A Hunting of the. Deer and Other Essays. Warner. 

Riverside. 
10. Poems in Connection with Natural Science: The Northern 

Seas, Mary Howitt; The Palm Tree, Whittier. 
17. Heart of Oak. IIL 



IN HISTORY AND LITERATURE. 63 



Seventh Grade. 



Centkal Thought:— Citizenship. 



I. EGYPT. 

1. Geography : Structure ; Geology ; Climate ; Plant ana 

Animal Life. 

2. Present Condition, 

3. The Pyramids and What They Teach Us. 

4. Statue of Rahotep and Nefert. The Mastabas. 

5. The Myth of Osiris and the Judgment of the Dead. The 

Winged Globe. 

• 6. The Lotus and Papyrus Used in Ornament. 

7. How the Column Developed. 

8. The Myth of Lotis. 

9. Papyrus Used for Paper. 

10. Egyptian Painting and Drawing. 

11. The Temple of Karnak. 

12. Rameses II. 

13. Statues of Memnon. The Obelisks. 
IL Story of Cinderella in Egyptian Form. 
15. Church's Stories from Herodotus. 

Books : — 

1. Stories of the Nations : Egypt. 

2. Rawlinson'^s Egypt, 

ft. Maspero''s Egyptian Archoiology. 

4. Eber''s Uarda. Seaside Library. 

5. Smith's Ancient History of the East. Student's Series. 

6. Wilkinson''s Ancient Egyptians. 

7. History of Ancient Egyptian Art. Chipiez & Perrot. 

8. Pharaoh and Fellah. Amelia Edivards. 

9. A Thousand Miles up the Nile. Amelia Edwards. 



64 COURSE OF STUDY 

II. THE CRITICAL PERIOD OF OUR HISTORY. 

1. The United States After the Revolutionary War. 

a. Disbanding of the Army. "The Cincinnati." Wash' 

ington's Retirement. 

b. Difficulty of traveling. Discontent with the Govern- 

ment. 

2. The Federal Convention: 

a. Shortcomings of the Articles of Confederation: No 

coercive authority; no power to levy taxes or 
collect revenues; no power to regulate commerce. 

b. Steps leading to the Convention : Commissioners of 

Maryland and Virginia meet at Alexandria, 1785; 
Mt. Vernon ; Trade Convention at Annapolis, 1786. 

0. Members of the Convention. 

d. The Convention: secret Session; Virginia Plan; New 
Jersey Plan; discussion; compromises: first, sec- 
ond, third. 

3. The Constitution. 

a. The Preamble. 

b. The House of Representatives, 

c. The Senate. 

d. The President. 

e. The Judicial Department. 

f . Duties of Citizens. 

4. Adoption of the Constitution ; " The Federalist." 

5. Washington made President. 

6. The Ordinance of 1787. 

Books : — 

1. The Critical Period of Our History, Fiske. 

2. McMaster^s History of the United States. 

3. Atlantic Monthly, March, 1886. 
i. Story on the Constitution. 

5. Civics for Young Americans. Oiffln. 

6. The Rise of the Republic. Frothingham. 



Ill GROWTH AND DEVELOPMENT OF THE UNION. 

1. Hamilton and his Financial Policy. 

a- Credit secured by adoption of Foreign Debt, 
Domestic Debt and State Debts. 



IN HISTORY AND LITERATURE. 65 

b. National Banking System and Mint 

c. Internal Revenue. 

d. Protective Tariff. 

2. Political Parties. 

a. Federalist. 

b. Anti-Federal or Democratic Republican ; Origin and 

Leaders. 

3. Settlement of our Foreign Relations. 

a. Effects of French Revolution upon the United States; 

Neutrality Policy of Washington. 

b. Jay's Treaty ; Settlements in the Northwest ; Wars 

with the Indians in the West ; Session of Western 
Forts. 

c. Retirement of Washington ; His Farewell Address. 

d. Presidency of Adams. 

e. Hostility with France. 

f. Alien and Sedition Laws. 

g. Defeat of the Federals ; Jefferson. 

h. Louisiana Purchase; Expedition of Lewis and Clarke. 

i. Aaron Burr and Hamilton ; The Embargo Act. 

j. Madison's Election. 
k. War with England, 1812. Cause: Initial Steps; Orders in 
Council; Firing upon the Chesapeake; The President 
and Little Belt; Battle of Tippecanoe. Events: Naval 
Victories; Invasion of Canada; The Creek War; The 
Destruction of Washington; Battle of Lake Erie; New 
Orleans; Treaty of Ghent; Results of War. 

Books : — 

1. Lodge's Life of Hamilton. 

2. McMaster^s History of the United States. 

3. Johnson''s War of 1812. 

4. Library American Literature. IV. — 25,346. II. — 364, 

v.— 105. 

5. Roosevelt's Naval War of 1812. 

6. Drake's Making of the Great West. 

7. Irving' s Astoria. Eggleston's The Gray sons. 

8. Twenty Years in Congress. Blaine. 



66 COURSE OF STUDY 

rV. FROM THE WAR OF 1812 TO THE CIVIL WAR. 

THE LEADING POLITICAL, IDEAS ARE CENTRALIZATION AND STATES 

RIGHTS. 

1. The Hartford Convention. 

2. The Tariff of 1816. 

3. Review of the Federal Party, 1787-1816: Cabases of Down- 

fall ; The Alien and Sedition Laws ; Opposition to the 
War of 1812 ; The Hartford Convention. 

4. The Missouri Compromise ; Clay. 

5. The Monroe Doctrine. 

6. The Tariff ; John Qiiincy Adams ; Views of Calhoun, 

Webster and Clay. 

7. Nullification ; Calhoun ; Speeches of Webster and Hayne ; 

A. Jackson's Policy; The National Bank; Black Hawk 
War. 

8. Whig Victory ; Origin of Party. (Webster- Ashburton 

Treaty ; Bunker Hill Monument Orations.) 

9. The Mexican War : 

a. Cause : Annexation of Texas. 

b. Cause of Defeat of Whigs ; Clay's Campaign ; Polk ; 

Magnetic Telegraph. 

c. Campaigns : The Army of the West, Kearney— Fre- 

mont ; The Army of the Center, Scott ; The Army 
of the Occupation, Taylor. 
il. Results of the War: The Wilmot Proviso; Free Soil 
Party; Omnibus Bill. (Gold in California; The 
Oregon Boundary.) Whittier's "The Angels of 
Buena Vista." 

10. The Omnibus Bill. 

11. Kansas-Nebraska Bill. 

12. Know Nothing Party. (Telegraphic Cable.) 

13. Dred Scott Decision and John Brown's Raid, 
li. Election of Lincoln. 

15. Territorial Growth of the United States. See Johnston's 

American Politics. 

16. Comparison of Statesmen : Hamilton, Jefferson, Webster, 

Clay, Calhoun, Jackson. Century Mag., Dec. 1886. 

17. Review of Tariff. 



IN HISTORY AND LITERATURE. 67 

a. Beginning of Tariff. Hamilton. 

b. Tariff of 1816; Position of North and South. 

c. Tariff of 1828; of 1832; Change of Position of North 

and South; Reasons; Calhoun. 

d. Arguments for and against Protective Tariff. 
18. Review of Political Parties. 

a. Federalist: a. Anti-Federalist or Democratic 

1787-1816. Republican: 1787-1801-1824. 

Plalform: ^ 1- National Sovereignty, platform: ^ 1- State Sovereignty. 
' 2. Opposition to France. / 2. Favored France. 

r 1. Alien and Sedition Laws. Jefferson, Madison, 
Causesof Fall: J2 War of 1812. Monroe. 

V 3. Hartford Convention. 

b. National Republican: b. Democratic: 

1825-1835. 1829-1892. 

il. Public Improvements. 
2. Protective Tariff. 
3. National Bank. 
J. Q. Adams. 
O. Whigs: 1835-1856. 

Platform: \ ^' ^^^^^^^^ Sovereignty. 

( 2. Opposition to Mexican War. 
(Abolition and Free Soil.) 
Books:— ^ Repubhcan: ] 861-1898. 

1. Hale's Stories of Invention. 

2. RocoUections of a Lifetime. Goodrich. (Peter Parley.) 

3. Coffin's Building of the Nation. 

4. History of the People of the United States. McMaster. 

5. History of the United States. Schouler. 

6. Constitutional History of the United States. Von Hoist. 

7. Statesmen Series. 



1. Causes ■< 



V. THE CIVIL WAR. 

i Slavery. 
States Rights and Centralization. 
Tariff. 



^ Immediate. 

CHIEF POINTS IN THE HTSTORY OP SLAVERY. 

a. Introduction of Slave Trade. 

b. Slavery in Northern States. 

c. Views of the Founders of the Government. 



68 COURSE OF STUDY 

d. Ordinance of 1787 ; Northwest Territory, 

e. Cotton Gin ; King Cotton. 

f. Killing of Lovejoy ; Mobbing Garrison. 

g. Colonization Scheme. 

h. Missouri Compromise, 1820. 

i. Mexican War. 

j. Admission of Texas, 

k. Wilmot Proviso ; Free Soil Party. 

1. Clay's Omnibus Bill ; Fugitive Slave Law. 

m. Kansas. 

n. Repeal of Missouri Compromise, 

o. Squatter Sovereignty, 1854. 

p. Border War : Kansas, 

q. Dred Scott Decision, 

r. John Brown Raid. 

Biography: Garrison, Lovejoy, Seward, Lincoln, Phillips. 

States Rights and Centralization Reviewed. 

a. Confederation of States. 

b. Constitution of the United States ; The Union. 

c. Adoption of Constitution by States. 

d. Nullification of South Carolina, 

e. The Hartford Convention. 

f. Doctrine of Secession. 

Biography : Hamilton, Jefferson, Webster, Calhoun. 

The Tariff Reviewed. 

a. Why the North Demanded High Tariff. 

b. Arguments of the South for Free Trade. 

c. Attitude of Great Britain toward the Southern Confederacy. 

d. Tariff for Revenue. 

e. Tariff for Protection of Industries. 

Biography : Clay. 

2. Incentives. 

a. Mutual Ignorance of Sections in Regard to Each Other 

b. Demagogues on both sides. 

c. Fear that slavery would be abolished. 

3. Initial Steps. 

a. Election of Lincoln. 

b. Secession of South Carolina. 

c. Secession of other States. 



IN HISTORY AND LITERATURE. 69 

d. Southern States that did not secede. 

e. Fort Sumter. 

f. Baltimore Riot. 

g. Call for 75.000 men. 

h. Taking of U. S. Arms by Government Officials. 

4. Organization of Armies. 

a. Military Situation in the South. 

b. Military Situation in the North. 

c. Army Organization: 

Regular Troops ; Volunteers ; Company ; Regiment ; 
Brigade ; Division ; Corps. 

d. Arms and Ammunition ; Supplies -, Clothing ; Food. 

5. Lines op Attack and Defence. 

a. On to Richmond ; Central Line. 

b. Connection of the East and West. 

c. Line of the Mississippi. 

d. The Blockade. 

e. Defence of Neutral and Non-seceding States. 

f. Defence of Washington. 

6. Campaigns. 

a. War in the East. 

Bull Run ; Fair Oaks ; Seven Days ; Antietam ; Chancel- 
lorsville ; Gettysburg ; The Wilderness ; Richmond. 

b. War in the West: 

Fort Henry ; Fort Donelson ; Shiloh ; Corinth ; Mur- 
freesboro; Chickamauga; Chattanooga; March to the Sea. 

c. The Mississippi. 

Island No. 10; Memphis; Vicksburg ; Arkansas Post; 
Vicksburg. 

d. The Blockade. 

Sumter ; Hatteras Inlet ; Trent Affair; The Monitor and 
the Merrimac ; New Orleans ; Charleston ; Fort Fisher ; 
Mobile. 

7. Results op War. 
Books: — 

1. Battles and Leaders of the Civil War. Century Company. 

2. Life of Lincoln. Nicolay & Hay. 

3. Pollard's Lost Cause. 

4. Alexander Stephens^ History of the War. 



70 



COURSE OP STUDY 



5. Oreeley''s Great American Conflict. 

6. Oranfs Autobiography. 

7. Bugle Echoes or Poems of the Civil War. Francis F. Browne. 

8. Draper's Civil War. 

9. Autobiograpy of Jefferson Davis. 

10. Campaiqns of the Civil War. Scribner. 

11. Brief History of the Civil War. Rossiter Johnson. 

12. Century Magazine. Vol. XIII. The Grand Strategy of the 

Civil War. Sherman. 
IS. The Drum Beat of the Nation; Marching to Victory; Redeeming 
the Public; Freedom Triumphant. Coffin. 



VI. SINCE 1865. 



Reconstruction. 

Atlantic Cable. 

Amendments to the Constitution. 

Treaty with China ; "The Chinese Question." 

Pacific Railroads. 

Alabama Claims ; Fisheries. 

Admission of States. 

Present Condition of Country. 



VII. CIVICS. 



1. Labor and Capital. 

2. Free Trade and Protection. 

3. The Tariff. 

4. Money. 

5. Constitution of the United States. 

6. Government of Illinois. 

7. Good Citizenship. 

8. Government of England, France and Germany. 



Books: 



1. Fiske's Civil Government of the United States. 



IN HISTORY AND LITEEATURE. 11 

2. Jevon's Primer of Political Economy. 

3. Bryce's American Commonwealth. 

4. Trowbridge's Illinois and The Nation. 

5. Nordhoff's Politics for Young Americans. 

6. Story on the Constitution. 

7. Tlie American Citizen. Dole. 

VIII. READING. 

1. Longfellow's Building of the Ship. 

2. Lowell's Under the Old Elm. 

3. Martineau's Peasant and Prince. 

4. Whittier's Among the Hills. 

5. Whittier's Snow Bound. 

6. Lowell's Biglow Papers. 

7. Longfellow's Keramos. 

8. Lowell's Garrison, Present Crisis and Freedom. 

9. Whittier's Angels of Buena Vista and In War Time. 

10. Lowell's Commemoration Ode. 

11. Lincoln's Gettysburg Address and Other Papers. 

12. The Webster-Hayne Debate. 

13. Webster's Bunker Hill Orations. 

14. Birds and Bees. Burroughs. 

15. The Succession of Forest Trees and Wild Apples. 

16. Poems in connection with Natural Science; as, The Petrified 

Fern, Mary Bolles Branch; The Daffodils, Wordsworth; 
To the Fringed Gentian, Bryant; The Living Temple, 
Holmes; A Strip of Blue, Lucy Larcom; The Way to 
Sing, Helen Hunt; The Rhodora, Emerson; The Humble 
Bee, Emerson; To the Dandelions, Lowell; The Wind 
Flower, Thomas; The Chambered Nautilus, Holmes. 



COURSE OF STUDY 



Eighth Grade. 



Central, Thought: — Development of Representative Government. 



I. ENGLISH AND AMERICAN HISTORY. 

1. Early Britain. 

2. Saxon England. 

3. Norman Period: The Age of Chivalry. 

4. The Norman Conquest. 

5. The Crusades. 

6. The Feudal System. 

a. Classes of Society in Feudal Times. 

b. Life of Nobles; Castles; Life of Serfs. 

c. Chivalry; Armor; Sports; Heraldry. 

7. Read from Scott's Ivanhoe and Poems. 

8. Gothic Architecture and Early Christian Art. 

9. Magna Charta and the Formation of the English House of 

Commons. 

10. Fall of Feudalism. 

a. Invention of Gunpowder. 

b. Printing. 

c. Revival of Learning. 

d. Great Discoveries. 

11. The Tudor Period. 

12. The Puritan Revolution. 

13. Colonial History of America. 

14. The Revolution of 1688. 

15. The Revolutionary War in America. 

16. The Reform Bill of 1832. 

17. The French Revolution and its Effects in England and 

America. 

18. The Slavery Question and the Civil War in America. 

19. Reforms in England and America. 

20. Comparison of Governments. 



IN HISTORY AND LITERATURE. 73 

Books of Reference: — 

1. Short History of the English People. Green. 

2. Introduction to the Middle Ages. Emerton. 

3. Roman and Tenton. Kingsley. 

4. Cry of the Britons. Gildas. 

5. English Literature. Taine. 

6. Life of King Alfred. Hughes. 

7. Norman Conguest. Freeman. 

8. Early English Thought. Brother Azarias. 

9. History of Civilization. Guizot. 

10. English Constitution. Creasy. 

11. Constitutional History of England. Stubbs. 

12. Annals of a Fortress. Viollet-le-Dvc. 

13. History of England in the Eighteenth Century. Lecky. 
14- Life of William Pitt. Macaulay. 

15. The Epoch of Reform. McCarthy. 

16. Gladstone and his Contemporaries. Archer. 

17. Chartism. Carlyle. 

18. The Nineteenth Century. Mackenzie. 

19. History of Our Own Times. McCarthy. 

20. Longer History of the English People. Green. 

21. History of England. Gardiner. 

22. Britannica Article on England. 



II. READING. 



1. Shakespeare's Julius Caesar. 

2. Selections from Longfellow's Saga of King Olaf. 

3. Scott's Tales of a Grandfather. 

4. Scott's Talisman. 

5. Scott's Ivanhoe. 

6. Longfellow's Nuremberg. 

7. Longfellow's Golden Legend. 

8. Scott's Lady of the Lake. 

9. Scott's Mar m ion. 

10. Tennyson's Holy Grail. 

11. Lowell's Vision of Sir Launfal. 

12. Tennyson's Sir Galahad and The Lady of Shalott. 

13. Shakespeare's Merchant of Venice. 

14. Lowell's Columbus. 

15. Lowell's A Glance Behind the Curtain. 



COURSE OF STUDY 

16. Lowell's Biglow Papers. 

17. Lowell's Commemoration Ode. 

18. Coleridge's Ancient Mariner. 

19. Longfellow's King Robert of Sicily. 

20. Sohrab and Rustum, Matthew Arnold. 

21. Sharp Eyes and Other Papers, BurroughSo 

22. Heart of Oak. V. 




IN HISTORY AND LITERATURE. 75 



Outline of Work in History and Literature. 

SEPTEMBER. 



First Grade. 

History.— study of home life : food, clothing, shelter. Use of a 
house; how it is made. Building of a house with sticks. Story 
of Hiawatha's wigwam. Study of tools used by the Indians in 
building. 

Literature.— Story of Hiawatha's Childhood, Longfellow. Story of 
Clytie, from Cooke's Nature Myths and Stories. The Happy 
Family, Hans Andersen. 

Materials and Apparatus. — Tools and weapons from historical 
cabinet. Clay, sticks and twigs for building. 

Directions for the Teacher. — Lead the children to see the diffi- 
culty of building a modern house. Division of labor involved. 
Let them experiment in house-building: caves; branches of trees 
bound together; twigs; poles in wigwam form. Tell the story of 
Indian life in the wigwam. Story of Hiawatha's Childhood. Let 
the children invent tools and decide upon uses of Indian tools. 

Study and Reference. — Houses and Home Life, Morgan ; Discovery 
of America, Fiske; Homes and Habitations of Man, Viollet-le- 
Duc ; Childhood of the World, Clodd. 

Making. — Model of an Indian wigwam covered with skin ; construct 
to a definite scale. 

Molding. — Illustrations of history and literature. 

Painting. — Scenes of Indian life. 

Drawing. — Blackboard illustrations. 

Oral Reading. — Blackboard sentences. 

Form and Number. — ^Forms and numbers connected with making 

Poem. — The Brown Thrush, Lucy Larcom. 

Songs. — The Flower Bed, Milkweed Babies and We Plow the Fields 
and Scatter, from Eleanor Smith's Song Books, I. and II. 



76 COURSE OF STUDY 



Second Grade. 



History. — Primitive methods of agriculture. 

Literature. — Myths of the Earth as a Producer — e. g., Demeter, 
Frigga, and Indian Earth-myth. (Primitive Culture, Tylor. ) 

Materials and Apparatus. — Clay, twigs, skin, for making primitive 
homes. 

Directions for the Teacher. ^Develop the ideas of invention to meet 
primitive necessities : food, shelter and clothing. Let the 
children imagine the conditions and invent ways of providing for 
these. Visit Field Museum for the actual implements and prim- 
itive houses to be found there. Use pictures in the historical 
cabinet, to show the various methods of obtaining food and 
clothing. 

Study and Reference. — Primitive Culture, Tylor; Mythology, Cox; 

Norse Mythology, Anderson; Early Man in Britain, Dawson; 

Primitive Man, Figuier; Primitive Society, Morgan; Man before 

Metals, Joly. 
Making. — Building of caves, huts and wigwams. Models of farms 

and agricultural implements. Cutting of dolls to illustrate 

costume. 
Modeling. — Houses and implements ; animals connected with prim- 
itive society. 
Molding. — In connection with paper-cutting, scenes from primitive 

life. 
Painting. — Illustrations of history and literature. 
Drawing. — Illustrations of history and literature. Sketching from 

objects at Field Museum. 
Oral Reading (from printed slips). — Stories and descrintions in 

connection with history; Alice's Supper; The Little Red Hen. 
Poem. — The Little Red Hen, Appleton's First Reader. 
Song. — Indian Lullaby. 



IN HISTORY AND LITERATURE. 77 



Third Grade. 



History. — Inventions in modes of cultivating the soil ; ploughing. 

Literature. — Story of Robinson Crusoe : The Shipwreck ; The 
Island ; Visit to the Ship. 

Materials and Apparatus. — Pictures from historical cabinet. Clay 
and sticks for building. 

Directions for the Teacher. — Trace methods of cultivating the soil 
from the most primitive ways to those of our own time. Let the 
children suggest each improvement. Show effects of improved 
methods of agriculture upon social life. Tell the story of Robin- 
son Crusoe to the children. Lead them to decide what means 
Robinson will take to provide himself with shelter, food and 
clothing. Follow the story-telling and discussion with reading, 
drawing and making. 

Study and Reference. — Industrial Arts, Butterworth; Encyclopedias. 

Making. — Illustrations of modes of ploughing. Model of Robinson 
Crusoe's ship and house. 

Molding. — Illustrations of history and literature. 

Painting. — Scenes described in history lessons. 

Drawing. — Blackboard illustrations of history and literature. 

Oral Reading. — Robinson Crusoe for Boys and Girls, McMurry and 
Husted, (Public School Publishing Co. ) Young Folk's Robin- 
son Crusoe. (Lee & Shepard. ) 

Form and Number. — Forms and numbers necessary for making 
Robinson's ship. 

Poem. — The Archer, Frank Dempster Sherman. 

Song. — The Sun's Travels, from Twelve Songs for Twelve Boys, 
Eleanor Smith. 



78 COURSE OF STUDY 



pourth Grade. 



HiSTORT. — ^Home life in the Homeric age. 

Literature.— Stor'es adapted from the Odyssey : Ulysses' Home in 
Ithaca ; The Ti-qjan War. 

Materials and Apparatus. — Pictures from historical cabinet. Clay, 
blocks and bricks for building. 

Directions for the Teacher. — Tell the story of Ulysses leaving his 
home in Ithaca for the Trojan War. Picture the island of Ithaca 
and the palace of Ulysses. The children may model the house in 
clay or build it with bricks. Compare the southern house, the 
"house of the court," with the northern hous^, the 
" house of the hall." Tell very briefly the story of the Trojan 
war. Picture the city of Troy and Priam's palace. Mold these 
in clay. Story of the wooden horse. 

Study and Reference.— Schliemann's Troy, Burckhardt ; Early 
Chapters in Greek History, Gardiner ; The life of the Greeks and 
Romans, Guhl and Koner. 

Making. — Model of Greek house with blocks or bricks. 

Modeling. — Walled towns and palaces of early Greeks. 

Molding.— The island of Ithaca. The Troad. 

Painting. — Scenes illustrating stories. 

Drawing. — Blackboard illustrations of stories. 

Oral Reading. — Selections from The Adventures of Ulysses, Lamb; 
Palmer's translation of the Odyssey, or Butcher and Lang's. 

Poem. — The Shepherd of King Admetus, Lowell. 

Song. — God Sends the Bright Spring Sun, Eleanor Smith. 



IN HISTORY AND LITERATURE. 79 



pifth Grade. 



History. — The American Indians. 

Literature. — Longfellow's Hiawatha: The Peace-Pipe; The Four 
Winds; Hiawatha's Childhood. 

Materials and Apparatus. — Specimens of Indian tools and weapons 
from historical cabinet. 

Directions for the Teacher. — Locate tropical forest regions, tem- 
perate forest regions and mountain regions. Show by discussion 
the effect of each of these regions upon the aborigines. What 
occupations would you expect to find in each of these regions ? 
Trace the effects of occupations upon inventions, social life and 
government. Locate the most important Indian tribes. (This 
study will serve as an introduction to the special study of the 
Iroquois and the Aztecs in the following months. ) 

Study and Reference. — History of America, Payne ; Discovery 
of America, Vol. I, Fiske ; Houses and House Life, Morgan ; 
Ancient Society, Morgan. 

Modeling.— Maps of regions studied. 

Painting. — Scenes illustrating literature. 

Drawing. — Sc3nes illustrating history and literature. 

Oral Reading. — Selections from books of reference. 

Subject Reading. — Longfellow's Hiawatha. 

Poem. — A Chippewa Legend, Lowell. 



Sixth Grade. 



History.— The French and Indian War. 

Literature. — Longfellow's Evangeline. 

Materials and Apparatus. — Pictures from historical cabinet. Maps. 



80 COURSE OF STUDY 

Directions for the Teacher. — Compare the French and Enghsh 
Colonies in America in extent of territory, population, military 
strength, relations with the Indians, social life, and government. 
Which appears to have the advantage in the coming struggle? 
Picture life in a French settlement. What territory did each hope 
to gain by the war? Show the relation of geography to the strategy 
of the war. Tell briefly the story of William Pitt and the Seven 
Years' War in Europe. How was the American war affected by 
this European struggle? War in India. Lord Clive. Show the 
great results of these wars in both Europe and America. 

Study and Reference. — Old Regime in Canada, and Wolfe and Mont- 
calm, Parkman; Rjmance of the French Explorers, Fiske; Article 
in Harper's Magazine, Vol. LXV, on the Fall of the French 
Power in America. 

Modeling. — Maps of regions studied. 

Drawing. — Scenes illustrating history and literature. 

Painting. — Scenes illustrating history and literature. 

Oral Reading. — Longfellow's Evangeline. 

Subject Reading. — The Spy, Cooper; The Story of Tonty, Cather- 
wood. 

Seventh Grade. 

History. — The Critical Period of American History. The Constitu- 
tion. 

Literature. — The Peasant and Prince, Harriet Martineau. 

Materials and Apparatus. — The Constitution; The Federalist. Pic- 
tures from historical cabinet. 

Directions for the Teacher. — Discussion of possible methods of 
organization. The Town-meeting. Trace the development of 
English representative government. Compare colonial govern- 
ments. Articles of Confederation and their weakness. The 
necessity for the Constitution: the laws of trade; money; boun- 
daries. The obstacles in the way of establishing a union. The 
results of the invention of the railroad. Difficulty of communi- 
cation in the early period. The meeting at Mount Vernon 
Washington's part in this. The Convention of Annapolis. The 
Constitutional Convention. Discussions on the Virginia and 
New Jersey plans. The Compromises. 



IN HISTORY AND LITERATURE. 81 

Study and Reference.— Critical Period, Fiske; History of the United 
States, Vol. I, McMaster; Lives of Hamilton and Jefferson, 

Statesmen Series. 

Drawing. — Map of the thirteen colonies. 
Poem. — The Building of the Ship, Longfellow. 
Song. — A Thousand Years, My Own Columbia. 



Eighth Grade. 



History. — Early Britain. 

Literature.— Selections from Wordsworth's Ecclesiastical Sonnets. 

Kingsley's Roman and Teuton: The Forest Children. 
Materials and Apparatus. — Good relief maps of E urope and the 

British Isles. Pictures of Roman life; of Teutonic costume, 

weapons, dwellings and boats; of scenes illustrating the geography 

involved. 

Directions for the Teacher.— Begin with a discussion of the possible 
methods of social organization. Give the children an idea of the 
Eoman principles of government by a brief study of the ancient 
city organization in Athens and Rome. The object of this is to 
show, by comparison, the nature of the Teutonic or English 
principle of government. The Teutonic migrations must then be 
surveyed as a whole and a general picture of the fall of the Roman 
Empire be given the children. The early invasions of England 
will then be understood and the SaxOn invasion made prominent. 

Study and Reference. — Life of Caesar, Froude; Ancient City, Cou- 
langes; Introduction to the Middle Ages, Emerton; Britannica 
article on England; Roman and Teuton, Kingsley; Decline and 
Fall of the Eoman Empire, Gibbon; Annals of a Fortress, Viollet- 
le-Duc; Cry of the Britons, Gildas. 

Molding. — Roman camp. Maps of Europe and Britain. 

Painting. — Roman and Teutonic costume. 

Drawing. — Roman fortification. 

Oral Reading. — Victory of the Vanquished, Chap. I, Mrs. Charles 
and Shakespeare's Julius Csesar. 

Song. — Men of Harlech, from Children's Songs, Tomlins. 



82 COURSE OF STUDY 



Outline of Work in History and Literature. 

OCTOBER. 



First Grade. 



History. — Continuation of the study of Indian home life. Modes of 
getting food. 

Literature. — Story of Mondamin and The Four "Winds, from 
Hiawatha. 

Materials and Apparatus. — Stone tools from historical cabinet. 
Clay and sticks for building. 

Directions for the Teacher. — Picture the forest region and discuss 
kinds of food that could be obtained. Tools necessary; how ob- 
tained. Improvements in tools. Beginnings of agriculture; the 
maize. Story of Mondamin. Let the children experiment with 
different kinds of tools and suggest improvements. 

Study and Reference. — See outline for September. 

Making. — Model of wigwam. 

Modeling. — Illustrations of modes of getting food. 

Molding. — Indian tools from cabinet. 

Painting. — Scenes illustrating Indian life. Indian tools and arrow 
points. 

Drawing. — Blackboard illustrations of lessons in history and literature. 

Oral Reading. — Blackboard sentences. 

Form and Number. — Forms and numbers necessary for making wig- 
wams. 

Poem. — The Raindrop, Normal Third Reader. 

Song. — Sunshine Song and Rain Song, from Eleanor Smith's Song 
Book. 



IK HISTORY AND LITERATURE. 83 



Second Grade. 



History. — September plan continued. Lake Dwellers. 

Literature. — Story of Oato. Story of Millet's Life. Longfellow's 
Hiawatha. Myths of fruits and animals. 

Materials and Apparatus. — Clay, twigs and sticks for building of 
dwellings. 

Directions for the Teacher. — Take the class to see farms, gardens, 
flour-mills and grain elevators. Go to the Art Institute to see the 
pictures of Millet, Breton, and other painters who have taken 
subjects from agriculture. Emphasize the dependence of the 
world upon labor for the obtaining of food, clothing and shelter. 
Build lake-dwellings and picture the life of the inhabitants. 
Show the transition from stone to bronze in the making of im- 
plements. 

Study and Reference. — Man before Metals, Joly; Dawn of History, 
Keary. 

Making. — Homes of Lake Dwellers. Boats of Lake Dwellers. 

Modeling. — Illustrations of history. 

Molding. — Implements. 

Painting. — Illustrations of history — e. g., Swiss lakes; costumes; in- 
dustries. 

Drawing. — With chalk or charcoal: same subjects as in painting. 

Oral Reading. — Printed slips. 



Third Grade. 



History. — Inventions in pottery. Story of Palissy, the potter, and 

of Luca della Robbia. 
Literature. — Robinson Crusoe continued: Robinson's • house; his 

work; exploring the island; cooking and making of pottery. 



84 COURSE OF STUDY 

Materials and Apparatus. — Vessels of clay of the Mound Builders, 
from historical cabinet. Pieces of ornamented pottery (Indian), 
from historical cabinet. The potter's wheel. Casts and photo- 
graphs of Luca della Robbia ware. Wood for making. 

Directions for the Teacher. — Let Robinson Crusoe's need of pottery 
suggest the need of all primitive peoples. Let the children ex- 
periment with clay and invent a variety of forms. Compare their 
dishes with those in the cabinet. Discover that they will not 
hold water. Bike them in an oven prepared for the purpose. 
Decorate them with original designs. Make an excursion to the 
Field Museum to compare the work of the children with that of 
primitive peoples. After this excursion, it may seem best to 
have the work done again. Tell the story of the potter's wheel 
and compare the work done with the wheel and that of primitive 
people. Tell the story of Palissy, the potter, and compare glazed 
pottery with that unyrlazed. Tell the story of the Porcelain 
Stove, from Kate Douglas Wiggin's Story Hour. 

Study and Reference.— Handbook of Pottery, Estropp; Life of 
Palissy, the Potter; Lives of the Painters, Vasari; Keramos, 
Longfellow. 

Making. — Furniture of Robinson Crusoe's house. 

Modeling. — Illustrations of Robinson Crusoe's work. 

Molding. — Vessels of various kinds. 

Painting. — Clay vessels, from cabinet. 

Drawing. — Clay vessels, from cabinet. 

Oral Reading.— Story of the Porcelain Stove, from Kate Douglas 
Wiggin's Story Hour. 



Fourth Grade. 



History. — The Trojan house and home continued. 

Literature. — Stories adapted from the Odyssey: Leaving Troyj The 
Lotus- Eaters; The Cyclopes; Molas and the Bag of Winds. 

Materials and Apparatus.— Pictures from historical cabinet. Wood 
for making Ulysses' ship. 

Directions for the Teacher. — Relate the stories adapted from the 
Odyssey and let the pupils reproduce them by telling, drawing 
and writing. Continue the study of the architecture of the 
Homeric Age, the tools and implements, weapons of war, and 
ships. 



IN HISTORY AND LITERATUEE. 85 

Study and Reference. — See outline for September. Palmer's trans- 
lation of the Odyssey, or Butcher and Lang's, or Bryant's. 

Making. — Model of Ulysses' ship constructed to a scale. 

Modeling. — Scenes illustrating life in the Homeric Age. 

Painting. — Illustrations of stories told. 

Drawing. — Illustrations of stories told. 

Oral Reading. — The Adventures of Ulysses, Lamb (Ginn & Co.); 
also found in Heart of Oak, II (D. C. Heath). Selections from 
Butcher and Lang's translation of the Odyssey (Macmillan) or 
Palmer's (Houghton & Mifflin). 

Poem. — Pegasus in Pound, Longfellow; Pegasus in Harness, Schiller. 



Fifth Grade. 



History. — The Iroquois Indians. 

Literature. —Longfellow's Hiawatha continued: Mudjekeewis; The 
Fasting; Hiawatha's friends. 

Materials and Apparatus — Tools, weapons and pottery from his- 
torical cabinet. Pictures of Indian life. Sticks for making the 
"long house." 

Directions for the Teacher. — Study the geographical region occu- 
pied by the Iroquois. Discuss the occupations which this region 
would develop. Describe the Iroquois at work. Describe their 
tools and weapons; their pottery and clothing. Describe their 
social life, and show need of large houses. Study the "long 
house." Let the pupils classify the Iroquois according to Mor- 
gan's stages of culture. 

Study and Reference. — See outline for September. 

Making, — The "long house" of the Iroquois. 

Modeling. — Map of region studied. 

Molding. — ludian tools. 

Painting. — Illustrations of Hiawatha. 

Drawing. — Illustrations of Hiawatha. 

Oral Reading. — Longfellow's Hiawatha. 

Subject Reading. — Selections from books of reference. 



COURSE OF STUDY 



Sixth Grade. 



History. — The Incas. 

Literature. — Longfellow's Evangeline continued. 

Materials and Apparatus. — Pictures from historical cabinet. Ob- 
jects in Field Museum. Blocks or bricks for building. 

Directions for the Teacher. — Study the geography of ancient Peru. 
Mold and draw the region. Compare this region with that oc- 
cupied by the Iroquois in effects upon primitive people. "What 
occupations would you expect to find among these mountain val- 
leys? Study the occupations of the Incas. Trace the effect of 
their occupations upon their inventions, their social life and 
government. Compare their stage of culture with that of the 
Iroquois. Visit Field Museum. Tell the story of Pizarro. 

Study and Reference — See reference list. 

Making. — Model of building of the Incas. 

Modeling. — Structure maps of ancient Peru. 

Drawing. — Structure maps of ancient Peru, 

Painting. — Scenes illustrating Evangeline. 

Oral Reading.— Longfellow's Evangeline. 

Subject Reading. — Siory of Pizarro, Towle. Selections from books 
of reference. 

Poem. — Songs of Labor, Whittier. 

Song.— Come, Ye Thankful People, School Hymnary. 



SeveQtb Grade. 



History. — The Period of Weakness in American History. The 
Federalists. The Influence of the French Revolution. TheCop- 
stitution. 

Literature.— The Peasant and Prince, Harriet Martineau (continued.) 



IN HISTORY AND LITERATURE. 87 

Materials and Apparatus. — Pictures illustrating the period. 

DiREcnoNS FOR THE Teacher. — Trace party divisions arising from in- 
terpretations of the Constitution, Hamilton's financial policy and 
the French Revolution. To give the picturesque side of the 
period, describe Washington's Inaugural, Social life at the 
Capita], and Washington's Farewell. Causes of the fall of the 
Federalists from power. 

Study and Reference. — Lives of Hamilton and Adams in the States- 
men Series. History of the United States, McMaster. History 
of the United States, Schouler. 

Subject Reading by the children. — Building of the Nation, Coffin. 

Poem. — The Fatherland, Lowell. 

Song.— The Patriot's Prayer, Abt, School Hymnary. 



Eig^tF) Grade. 



History. — Saxon England. 

Literature. — Hughes' Scouring of the White Horse. 

Materials and Apparatus. — Relief maps of Britain. Pictures of 
English scenes. 

Directions for the Teacher. — Study first the geography of Britain: . 
its position and surface as significant in its history. Make such 
a thorough study of the life of the Saxons that they will stand 
out as an actual living people. Study their games aud hunting:; 
methods of war and of organization; their literature; the details 
of their life in all respects. This may all be centered about the 
life of King Alfred. 

Study and Reference. — Making of England, Green; English Litera- 
ture, Taine; Life of King Alfred, Hughes; Norman Conquest, 
Freeman; Early English Thought, Brother Azarias; Britannica 
article on England. 

Modeling. — Map of England. 

Oral Reading. — Selections from Wordsworth's Ecclesiastical Sonnets. 
Selections from the Sagas of King Olaf, Longfellow. Garth and/} 
Wamba, from Ivanhoe. <^^tyvCM__^ 

Poems. — Selections from Longfellow's Sagas of King Olaf. ^How the 
Earth was Made, from The Eddas. 



COURSE OF STUDY 



Outline of Work in History and Literature. 

NOVEMBER. 



First Grade. 



The children will reproduce the industries of farm life in con- 
nection with the harvesting of food. Model with sand, clay, sticks 
and paper-cutting a farm with grain ripe for cutting, with the reapers 
at work, with grain stacked in the field, with the threshing machine 
in usp, with grain stored in barns. Carry this work only as far as 
experience of children in visiting farms will warrant. Pictures may 
add somewhat to experience. 

Study the method of transportation of food in a similar way. 
Describe a harvest festival. Recall what the children remember of 
Thanksgiving Day. Why celebrated? Tell stories of the Pilgrim 
Fathers. 

1. The Voyage. — Pictures and model of the ship used. Very simple reason 
given for their leaving home. What kind of homes left. What they brought 
with them. Prominent people named. How they dressed. Oceanus and Pere- 
grine White. Comparison of the Mayflower with an ocean steamer. Length of 
time of voyage compared with one of our time. 

2. The Landing. — Season. Appearance of Plymouth. Plymouth Rock. 
First work to be done. Exploration. 

3. Building of Homes. Material to be found. Tools brought wilh them. 
Store-house. Children select the best wood for house-building and from pictures 
decide how the houses were built. Size. Compare with wigwam previously 
.studied. Make a model house to a definite scale. Use mud for plaster and oiled 

paper for windows; thatched roof. 

4. Make paper dolls to illustrate clothing of men, women and children. 
Picture interior of homes and kinds of work done. 

5. Tell story of the first winter, the meeting with Samoset and Squanto in 
the spring, the summer work, and the first harvest. 

6. Story of the first Thanksgiving day. The poem, "Thanksgiving Day," 
by Lydia Maria Child, may be memorized. 

Drawing and Painting. — Harvest scenes and illustrations of Pilgrim 
life. 



[IN HISTORY AND LITERATURE. 89 

Reading. — Blackboard sentences written by the teacher in connection 
with each topic given above, and sentences from the school 
printing press. 

Writing. — Blackboard sentences. 

Books op Reference. — Pilgrims and Puritans, Moore. History of 
Plymouth Plantation, by Governor Bradford. (Maynard and 
Merrill; 12c.) Harper's Magazine, vol. viii, p. 36. (Dec, 1853); 
vol. Ixvi, p. 706 (April, 1883); vol. liv, p. 180 (Jan., 1877). Cen- 
tury Magazine, vol. iii, p. 61 (Nov., 1882). 



Second Grade. 



Cliff Dwellers and Pueblos. 

References for the Teacher. — Houses and Houselife, Morgan ; 
Discovery of America, Fiske ; Making of the Great West, Drake ; 
Century Magazine, 1882 ; Scribner's Magazine, vols, xiii and xvii. 

Directions for the Teacher. — By means of blackboard drawings 
and other pictures the children should be shown the nature of 
the region in which the cliff dwellings and Pueblos are found 
and the materials which the inhabitants had to work with. The 
occupations of these people may then be developed in part from 
the geography and further shown by pictures. The story of the 
invasions by the northern tribes will lead to a consideration of 
the dwelling places of these people, and, by means of pictures, 
the life in these dwellings may be fully imagined. The cliff- 
dwellings and Pueblos are to be modeled in clay and the 
inhabitants and all their possessions either modeled or cut from 
paper. The teacher must write reading lessons to accompany 
this. Every lesson should consist of a presentation, by the 
teacher, of the materials for work and of the action of the pupils 
upon these materials, as they use it to make their conclusions, 
and, finally, of the expression of these conclusions in writing, 
drawing, painting, or making. 



90 COURSE OF STUDY 



Third Grade. 



Robinson Crusoe and ways of telling time. 

Materials. — Sun-dial, water-clock, sand-glass, clock-face. 

Directions for the Teacher. — The necessity for a measurement of 
time must first be developed. This may be accomplished by 
making use of the story of Robinson Crusoe, which is now being 
taught in this grade. Some good stories illustrative of the idea may 
be added. Stockton's " Clocks of Rondaine " is good for the 
purpose, and this may be read or told to the children. The 
children should observe the movement of shadows and make a 
sun-dial. The limitations in the use of the shadow as a means of 
measurement will quickly appear. King Alfred's device of the 
candle, the water-clock, and sand-glass overcome these difficulties. 
The water-clock and sand-glass should be made and oparated. 
Problems in number arise in the making of the apparatus and in 
its application to the measurement of time. 

Notes on Robinson Crusoe. — Topics : Keeping diary; fishing; 
capturing goats; making a boat and inaking some clothing. 
Method : Present conditions and lead the children to draw their 
own inferences in regard to the probable action of Robinson 
Crusoe. Tell the story and compare with the children's con- 
clusions. Work out the notion of shepherd life and its efiects 
upon people. 
The children will reproduce the story in a variety of ways.. 

Reading. — Robinson Crusoe (McMurry and Husted). 



Fourth Grade. 



Continuation of stories from the Odyssey: Circe's Palace; The Song oj 
the Sirens; Calypso's Island; Building the Raft; The Tempest; The 
Phxacian Land. 



IN HISTORY AND LITERATURE. 91 

Do not expect the children to understand the maps of the regions 
studied. Draw while giving descriptions. The children will draw 
scenes illustrating the stories told. They will make Ulysses' raft in 
woud to a definite scale. Continue the study of the Trojan palace, 
reproducing it in clay; also study the ornaments, tools and weapons, 
as found in Schliemann's collection. (See Schliemann's Troy, Burck- 
hardt, and Early Chapters in Greek History, Gardiner. ) 
Oral Reading. — Circe's Palace, from Hawthorne's Tangle wood Tales, 

The children will memorize selections from the poem "Ulysses 
and the Siren," by Samuel Daniel. 

PRIAM'S PALACE. 

The palace consisted of two main buildings, the larger one having been the 
men's apartments, and the smaller the women's. 

The first building was 113 feet 3 inches long and 42 feet 6 inches wide. The 
walls were 4 feet 9 inches thicli. In the front was a room 33 feet square. In the 
centre of the rear hall was a circular hearth 13 feet in diameter. This second 
room was 66 feet long. 

The walls of the second building were 4 feet 1 inch thiclj. The first room 
was 20 feet long; the doorway leading into the next room being 6 feet 6 inches 
wide. The second room was 24 feet long; the doorway at the left, leading into 
the last room, being about one-half the size of the other. The last room was 29 
feet 3 inches long. 

Draw the ground plan of the palace to a scale (1-16 inch to a foot); the 
building to a larger scale {% inch to a foot). Width of brick, % of length, three 
bricks laid sidewise constituting the thickness of the wall. 

Cement— clay, mixed with straw. Floor — plain surface of beaten clay. 
Roof — horizontal beams, planks and clay. 

Clay bricks to be fired before building (contrary to the custom in Priam's 
time when firing was done after, channels being made through the wall for 
better baking.) 



Fifth Grade. 



Study of the Indians continued: the Aztecs. 

Study first the geography of the plateau and valley of Mexico. 
Why? Let the pupils decide from the geography what the occupa- 
tions of the people would be. Compare with those of other Indian?-. 
Give reasons for the difierenoes. Draw a plan of Aztec Mexico City 
and study the architecture of these people. Relation of social life to 
architecture. Clan. Ownership of property. An excursion to the 
Field Museum will show the tools used by the Aztecs, their pottery 



92 COUESE OF STUDY 

and clothing. From these and their occupations decide as to their 
stage of progress. Let the children make individual reports and draw 
their own inferences. Compare these inferences and suggest such 
points as will help to correct errors in them. From reference books 
the children may gain a knowledge of the social life and government 
of the Aztecs. Lead them to compare these with the social life and 
government of other Indian tribes and give reasons for the differences. 
Story of Cortez and his conquest of Mexico. Compare the stage of 
progress of the Aztecs with that of the Spanish. Predict the future of 
the Aztecs had they remained unc onquered. 

Continue the reading of Longfellow's Hiawatha. 

Painting. — Mexican birds, from specimens in school museum. 

Drawing. — Map of the plateau of Mexico and of the Aztec City 
of Mexico. 

Molding. — Maps of Mexico. 

Oral Reading. — Longfellow's Hiawatha. 

References. — Aztecs, Biart; Aztec Land, Ballou; Mexico, Rogers; 
Mexico, Ober; Conquest of Mexico, Prescott; Discovery of America, 
Fiske, vol. ii, p. 262; Harper's Magazine, vol. xii, p. 1 (Dec, 1855). 



Sixth Grade. 



The Early Aryans. 

Study the geography of Central Asia, the Pamir and the Amoo- 
Daria basin. Compare this region with the home of the Incas studied 
last month. Read the story of The Ten Boys on the Road from Long 
Ago to Now (The Aryan Boy), by Jane Andrews. Lead the children 
to draw inferences from the geography in regard to occupations of 
people. Make a list of words common to the Aryan languages from 
which the children may judge of the home, occupations, tools, houses, 
domestic life and comforts, the government and religion of the Early 
Aryans. Compare their conclusions with the statements made in the 
Ten Boys. Tell of the different regions thought to be the home of 
these people. Compare with the Peruvians. 
Molding. — The Amoo-Daria basin. 
Drawing. — Maps of regions studied. 
Painting. — Scenes of Early Aryan life. 



IN HISTOEY AND LITERATURE. 93 

Books of Reference. — The Aryan Race, Morris; The Aryan House- 
hold, Hearn; Houses and Habitations of Man, Viollet-le-Duc; 
The House of the Aryans, Max MuUer; The Ten Great Religions, 
James Freeman Clarke. 



Seventh Grade. 



The Anti- Federalists. 

Read to the children a description of the inauguration of 
Jefferson (McMaster, vol. ii, p. 533.) Read a description of the 
city of Washington as it appeared at that time (McMaster, vol. 
ii, p. 483); also, Life of Dolly Madison (in Women of Revolu- 
tionary Times.) Read also of the excitement which prevailed be- 
cause of the downfall of the Federalists. Recall similar condi- 
tions of our own time. Study the causes of the unpopularity of 
the Federalists by noting events of John Adams' administration. 
The children will give their own arguments in regard to the 
Alien and Sedition laws. Compare with arguments of Adams' 
time. Value of the first amendment to the Constitution dis- 
cussed. X. Y. Z. mission and its effects upon the political parties 
of that time (McMaster, vol. ii, pp. 376-78). Origin of "Hail, 
Columbia!" "Many Frenchmen and many Englishmen, but no 
Americans." 

The Louisiana Purchase: Extent of Territory; how obtained; re- 
sources; exploration by Lewis and Clarke (see Sheldon's American 
History, p. 217); value to the United States. Compare Jeffer- 
son's action in this case with his previous political actions. Diffi- 
culties with England and France— Embargo Act. 

Literature. — Continue reading The Peasant and Prince, Harriet 
Martineau; Under the Old Elm, Lowell. 

Books of Reference. — Life of Jefferson, Morse (Statesmen Se- 
ries); Twenty Years in Congress, Blaine; Lewis and Clarke's 
Expedition, Coues (Harper); Selections from Sheldon's Ameri- 
can History; History of the United States, McMaster. 

Molding, Drawing and Painting. — The United States before and 
after the Louisiana Purchase. 

Song.— Hail, Columbia. 



94 COUKSE OF STUDY 



Eighth Grade. 



The Norman Conquest. 

References for the Teacher. — The Norman Conquest, Freeman ; 
History of Civilization, Guizot; Britannica articles on the Norse- 
men and Feudalism; History of England, Green; English Con- 
stitution, Creasy. 

Directions for the Teacher. — The general invasion of the Norsemen 
should first be clearly pictured; its great extent; the manner of 
their traveling; the causes of their migration ; their appearance 
and characteristics. These are best brought out by stories and 
pictures planned to make certain definite points. The children 
help themselves in forming this picture by drawing and wri:ing. 
In the settlement of Normandy and the relation of that duke- 
dom to the French King an opportunity for observing the na- 
ture of Feudalism arises. Every point in the Feudal system is 
embodied in stories of the time. William's great work in organiz- 
ing the English kingdom is made evident by comparing the king- 
dom which he created, with the England of the Saxon kings on 
one hand, and on the other with the Norman dukedom, which 
he could not model to his own liking. 

Reading for Pupils.— Harold, Lytton; Shorter History of England, 
Green; Child's History of England, Dickens; Little Arthur's 
History of England, Callicott; Harold, Tennyson. 



IN HISTORY AND LITERATURE, 96 



Outline of Work in History and Literature. 

DECEMBER. 



First Grade. 

History. — Christmas in other lands. 

Literature. — The Fir Tree, Hans Andersen. Other Christmas stories. 

Directions for the Teacher. — Have the children recall their own 
Christmas experiences by stories or pictures. Then tell of Eng- 
lish Christmas through a dramatic story with, plot and characters. 
Children paint plum pudding and fire-place with Yule log. 
Next tell story of Norwegian Christmas in same way. Adapt and 
use Andersen's story of "The Little Fir Tree" for further illustra- 
tion. Children paint Christmas tree and mountains with snow 
and fir forests. Tell stories of the German and Italian Christmas. 
Have children compare different ways of celebrating the day. 

Special points to be brought out: 

England. — Manner of cooking, plum-pudding, decoration. Yule log, manner 

of receiving presents, "Christmas boxes," carol singers, "waits," "mummers." 
Norway — Climate, length of day, two weeks' holidays, neighborhood-parties, 

preparations, feeding of animals and birds, Christmas tree, home-made gifts. 
Italy. — Climate, street- fairs, street-festivities, Christmas feast, "buona 

festa," Befana, children's recitations in churches. 

Show many pictures of the landscape and house interiors and 

house exteriors of the four countries. Show dolls dressed in Nor- 
wegian, Italian and German costumes. Show models of skis. Put 

up a sheaf of grain in the yard for the birds. 

Reading lessons. — Let the teacher write lessons of a few short 

sentences setting forth some new pictures, such as gathering of holly 

"snap-dragon," snow-shoeing, a story of the Nissen, Italian blowing of 

horn, Italian shopping. These sentences may be read from the 

blackboard. 

References. — Book of Days. Atlantic, vol. 70. Harper's, vols. 46, 
78. Youth's Companion, Sept. 5, 1895. Poet' a Bazaar, Ander- 
sen. Land of the Midnight Sun, Chaillu. 

SoNGs.— Christmas Carol, from Songs for Little Children, Part II. 
Christmas Hymn, from Songs for Little Children, Part I. 



96 COURSE OF STUDY 



Second Grade. 



Subject. — The Story of the Argonauts. 

Teacher's Reading. — Heroes, Kingsley; Tanglewood Tales, Haw- 
thorne; Greek Stories, Niebuhr; New Chapters in Greek History, 
Gardiner; History of Greece, Duruy; Mythology, Dwight; 
Schliemann's Excavations. 

Directions for the Teacher. — Set this story in the midst of Greek 
scenery, by means of pictures. Study the architecture of the 
period, as embodied in the palace of Mycenee, or of Tiryns, and 
make a picture of the palace of Pelias based on your study. 
Show the games and the principal characters by means of the pict- 
ures of statuary, and take the children to the Art Institute for 
the same purpose. Pictures of costume and articles of personal or 
household use, boats, musical instruments and scenes from the 
story should be liberally used. Criticise very sharply the ver- 
sions of the story that you find, since in adaptation there is great 
danger of a descent to the commonplace and a loss of the charm 
in the original Greek conception. 



Tl)ird Grade. 



History. — Inventions in building of boats. Story of Robert Fulton. 
Literature. — Robinson Crusoe concluded: Building of first and 

second boats; story of Friday; building of third boat; return 

home. 
Materials. — Pictures from historical cabinet and from Growth of 

Industrial Art, Congressional Report. Models of Santa Maria 

and Mayflower in cabinet. 
Directions for the Teacher. — By a careful description of Robinson 

Crusoe's work in building his boats, lead the children to appre- 



IN HISTORY AND LITERATUEE. 97 

ciate the value of division of labor. Present conditions from 
which the children may reason as to the character of the work 
and the length of time it would occupy a man working alone. 
Value of Friday's aid. What did Friday know that Robinson 
did not know ? Why ? Has the savage any advantage over the 
civilized man? What advantages has the civilized man? 

By pictures of boats of primitive people, develop the causes of 
various inventions. Trace the improvements in sailboats. 
Study the ancient galleys, the Viking ship, the Spanish galleon. 
Old Ironsides. Tell the story of Robert Fulton. By means of 
pictures, show something of the construction of the Clermont. 
Compare the Clermont with an ocean steamer of our own time. 
Develop some of the advantages of rapid travel. 

Oral Reading. — Story of Robert Fulton, from printed slips. All 
about Boats, from Model Third Reader. Alexander Selkirk 
William Cowper. 

Books op Reference.— Stories of Invention, Hale. Stories of Indus- 
try. (Educational* Publishing Co. ) Captains of Industry, 
Parton. (Houghton, Mifflin & Co.) Iconographic Dictionary. 
Mechanical Dictionary, Knight. (Houghton, Mifflin & Co.) 
Book of Days, Chambers. The Useful Arts, Bigelow. Pioneers 
of Science, Lodge. (Macmillan.) Books of Illustrious Mechanics, 
Hammersley . (Hartford . ) 

Making. — Robinson's boats; a sailboat. 

Modeling. — Robinson's boats; the Clermont. 

Drawing. — Pictures of boats studied. 



Fourth Grade. 



Subject. — Ulysses among the Phoeacians and in Ithaca. 

Directions for the Teacher. — Finish the story of Ulysses. Study 
the eighth book in detail. Be sure to give clear images of the 
games, the feast, the departure of Ulysses. From the rest of the 
Odyssey choose those stories that are at once necessary to the 
culmination of the plot and in themselves moral and beautiful. 



98 COURSE OF STUDY 

For instance, one might choose to tell: landing of Ulysses and 
his disguise (book 13); meeting with Eumseus (book 14); coming 
of Telemachus (books 15 and 16); Ulytses' home-coming (book 
17); recognition by old nurse (book 19); revelation to Penelope 
and visit to Laertes (book 23). 

Make pictures of the city of Phseacia, the assembly place, 
Laertes' home. Show pictures of Greek statues of athletes, of 
bards. Have children model the house of Ulysses and draw and 
paint at different points. Allow the children to pass judgment 
upon the acts of the characters. Use the games as calisthenics, 
using pictures of statues as models. Make Greek garments and 
dress a boy as Ulysses and a girl as Nausicaa. Allow the children 
to paint those figures. 

Oral Reading. — Let the teacher write short lessons, setting forth in 
the form of a story some new points in connection with the work. 
For instance, let her write a dramatic, detailed account of Greek 
bards, Greek ships, Greek hospitality, Greek farming, Greek 
games, the Phseacian dance, home of Eumseus. 

References. — The Odyssey (Bryant's or Palmer's or Butcher and 
Lang's translation). Any pictures of old Greek vases and statu- 
ary, e. g., Bauermeister's. Jebb's Primer (for house of Ulysses). 



Fifth Grade. 



Subject. — The Explorations of Champlain and Marquette. 

Teacher's Reading.— History of Cook County, Andreas; History of 
Chicago, Kirkland; Pioneers of New France, and La Salle and 
the Great West, Parkman; Verrazano's Voyage in Old South 
Leaflets; also Father Marquette at Chicago, 1673. Historical 
Classic Reading (Maynard & Merrill): — Champlain' s Journey. 

Directions for Teachers. — The geography lessons for the month 
have for their subject the valleys of the Mississippi and St. Law- 
rence. The history of the early exploration of these regions will 
give an added interest to the geography, and the geography will 
make the history lessons more real and definite by providing a 



IN HISTORY AND LITERATURE. 99 

scene for the action. Show the importance of the possession of 
these territories. Model in chalk and sand the whole region 
and make use of many pictures showing scenes along the route. 
The heroic features of the adventurers should be made a point of 
in the telling of the story and the life of these frontiersmen very 
closely and accurately pictured. Make drawings of the settle- 
ments at Port Royal, Quebec, Montreal, the Sault and St. Ig- 
nace; of the costumes, weapons, boats, sleds, dwellings, etc. Tell 
stories of hunting, of visits to Indian villages, of war parties and 
ail the incidents that go to make up this type of life. 



SixtF) Grade. 



History. — With the Story of Darius, in the "Ten Boys on the Road 
from Long Ago to Now," as a basis, study Persian education and 
the life and conquests of Cyrus. Trace the Aryan race also in its 
conquest of India. (See geography for December.) 

•Literature. — Selection from Edwin Arnold's Light of Asia. 

Dramatic Reading. — Byron's Destruction of Sennacherib. 

Directions for the Teacher. — Trace the Aryan race in its occupation 
of Persia. Study the geography of the Long Plateau and the 
Tigro-Euphrates basin. Children suggest effects of these regions 
upon the people occupying them. Tell the story of Cyrus and 
of his conquests, as found in stories from Herodotus, by Church. 
Draw a plan of the City of Babylon (found in Rawlinson's Great 
Monarchies) and describe the walls, gates and streets of the city. 
What building materials did Chaldeea afford? Children draw 
inferences as to the character of its architecture. Describe the 
mounds on which palaces were built, the palace of Nebuchad- 
nezzar, and the hanging gardens. Show photographs of alabas- 
ter slabs used in decoration and paintings of historic ornament. 
Other uses of bricks; as, libraries. 

How was Cyrus educated? Answer found in "Ten Boys." 
Compare his education with ours. Show that the two ideas of 
Persian education, physical strength (to ride ahorse and to draw 
the bow) and moral strength (to speak the truths were the result 
of Persian religion. Read from the Zend Avesta (Ten Great 



100 COURSE OF STUDY 

Religions, James Freeman Clarke), to show its teaching with re- 
gard to the great struggle going on in the universe between the 
kingdom of light and the kingdom of darkness, and man's rela- 
tion to this struggle. Relation of Persian education to Persian 
character. Show the working of despotic governments. 

Books of Reference. — Herodotus and Church's Stories from Herodo- 
tus. Xenophon's Cyropaedia. For Xenophon's account, gee 
Bloss' Ancient History. Five Great Monarchies, Rawlinson. 
Ten Great Religions, Clarke. Ragozin's Chald£ea. 

Children's Reading. — Ragozin's Chaldsea. Story of India, Mara 
Pratt. The Ten Boys on the Road from Long Ago to Now, Jane 
Andrews. 



Seventh Grade. 



History.— The War of 1812. 

Literature. — Old Ironsides, Holmes. 

Song.— The Star Spangled Banner. 

Directions for the Teacher. — By means of readings on the Embargo 
Act, impressment of seamen and the engagement of the Leopard 
and the Chesapeake, show the standing of our own country among 
the nations. Independence not yet fully secured. What regions 
were most aflfected by commercial difficulties? Why? Position 
of parties in regard to Embargo Act. Arguments of each party 
in regard to the advisability of war. Pupils organized as Senate 
and House of Representatives, vote on the declaration of war. 
Views of young men in Congress. 

From the map, decide on the character of the war and neces- 
sary fortifications and movements. Condition of our army and 
navy to undertake such a war. England's navy com; ared to 
ours. (See third volume of McMaster's History, last chapter.) 
Dramatic description of the engagement between the Constitu- 
tion and the Guerriere. Trace the history of the Constitu- 
tion from its building to the present time. (See Atlantic Month- 
ly, Nov., '97; Library of American Literature, volume V, page 
105; Old Ironsides, by Holmes.) Other naval victories and the 
loss of the Chesapeake. Compare these successes of the Ameri- 



IN HISTORY AND LITERATURE. 101 

cans with what was expected and with the engagements between 
the English and the French upon the sea. Show cause of suc- 
cess. Turn to operations upon land and show causes of our fail- 
ure. Why was the control of Lake Erie necessary to us? Value 
of a navy on the lakes? For Perry's victory, see McMaster's 
fourth volume and the Building of the Nation. Same for the 
victory on Lake Champlain. Results of these two victories de- 
veloped. Show the effects upon our commerce of the Blockade, 
and the feeling of New England and other regions of the sea- 
board. (See McMaster, fourth volume.) Origin of the "Star 
Spangled Banner." Read a description of the burning of Wash- 
ington, from McMaster, Schouler, or the Life of Dolly Madison. 
Dramatic description of the defeat of the British at New Orleans. 
Jackson's character as shown at that time. 

Discussion as to the treaty of peace. Was the war worth what 
it cost? (See first volume of the life of Henry Clay, by Schurz. ) 
Read the resolutions of the Hartford Convention. Pnpils judge 
their effects upon the popularity of the Federalist Party. 

Expression. — Writing of points of discussion. 

Drawing. — Maps of regions studied. 

Books of Reference. — History of the United States, McMaster. His- 
tory of the United States, Schouler. The Building of the Nation, 
Coffin. War of 1812, Johnson. Naval War of 1812, Roosevelt. 
Recollections of a Lifetime, S. G. Goodrich. (Peter Parley.) 
The Early Days in the Northwest (Chicago), by Mrs. John H. 
Kinzie. The Life of Henry Clay, by Carl Schurc. (Statesmen 
Series. ) 



Eighth Grade. 



Subject. — The Feudal Period. 

Teacher's Reading. — Norman Conquest, Freeman; History of Civil- 
ization, Guizot; Britannica article on Feudalism; Annals of a 
Fortress, Viollet-le-Duc. 

Children's Reading.— I vanhoe, The Talisman, Marmion, by Scott; 
Idylls of the King, Tennyson; Age of Chivalry, Bulflnch. 



102 COURSE OF STUDY 

DiEECTiONS FOR TEACHERS. — Follow the history of one feudal estate. 
Study it first with reference to its geography and show with this as 
an example the origin of feudal tenure. Erect a castle in the njost 
favorable spot on this estate. Taking this castle as a center, all 
the feudal relations may be worked out, viz: The suzerain to the 
king, to his vassals in chief, to the sub-vassals and serfc, to the 
church, to the neighboring city. 

The social life may be described as the story proceeds, involv- 
ing the various types of the period. The military life will ap- 
pear when the castle is besieged and delended and when the tour- 
nament is held. 

Drawing. — Gothic ornament from casts. Illustrations of the Age of 
Chivalry. 



IN HISTOEY AND LITERATURE. 103 



Outline of Work in History and Literature. 

JANUARY. 



First Grade. 



History. — The Eskimo. 

Literature. — Sun myths: Apollo aud the Python; Prometheus; 
Thor and the Frost Giants. 

Directions for the Teacher. — Children describe our winter condi- 
tions: landscape, clothing, food, houses, sports. If we had very 
cold weather a great part of the year, what would be the change 
in our landscape ? No trees, etc. From what would we build 
our houses? 

Present pictures of northern countries. Children suggest food of 
people, building material, and material for clothing. Build 
Eskimo winter house, with clay molded into blocks. Describe 
furniture of house. Make as many implements as possible. 
Children imagine themselves Eskimos and decide what clothing 
they would need; material; how obtained. Let them dress dolls 
in Eskimo style, make Eskimo boat and sledge, and mold Eskimo 
dogs. Describe work and games of children. Describe the 
appearance of summer in the Northland, as compared with 
winter, and build summer house. 

Story. — The Legend of the Northland, from Cooke's Nature Myths 
and Stories. 

Song. — Little Indian Sioux or Crow, Eleanor Smith. 

Books of Reference. — United States Bureau ot Ethnology, 1887-'88: 
Point Barrow Expedition, John Murdoch. Government Report: 
The Course of the Corwin. The Children of the Cold, Schwatka. 
Mrs. Peary's Journal. Wood's Natural History of Man. 



104 COURSE OF STUDY 



Second Grade. 



History. — Early pottery : Invention and improvements. Our pot- 
tery compared with that of early times. 

Literature. — Story of Luca della Robbia, and of Palissy, the potter. 

Directions for the Teacher. — As the children have studied the be- 
ginnings of Greek building, show them pictures of objects found 
in Greek tombs. Among these objects will be many made of 
clay. See Schliemann's "Troy" (Burckhardt), and "The Life of 
the Greeks and Romans," by Guhl and Koner. Lead the 
children to notice the forms (relation of form to use), colors and 
decorations (red ground with black figures, black ground with 
red figures) of these objects. Let them suggest how the inven- 
tion of pottery was made. Give them clay and allow them to 
make dishes. They will criticise their own work, and by repeated 
efforts improve it. Pour water into jars and discover need of 
baking. Compare their work with that of early people — the 
Greeks and the pueblo builders (see historical cabinet). Study 
the potter's wheel from model or pictures. 

Children paint some of the simplest patterns in Greek ornament 
and copy these upon their clay vessels. Excursion to the Art Insti- 
tute. Effect of glazing noticed. 

Tell stories of Luca della Robbia and Palissy. Show photographs 
and casts of Luca della Robbia ware. 

Children's Reading. — Grandmother Kaoline, from Wiltse's Stories 
for Kindergartens and Primary Schools. 

Books of Reference. — Handbook of Pottery, Westropp. Machinery 
and the Processes of Industrial Arts, Barnard. (Government Re- 
port. ) Analysis of Ornament, Wornum. Lives of the Painters, 
Vasari. Life of Palissy. 



IN HISTORY AND LITERATURE. 105 



Third Grade. 



History. — Early History of Chicago. 

Directions for Teachers. — Make this, first of all, a good story in 
which the heroic labors of Marquette will speak for the greatness 
of the man. Develop a clear picture of the site of Chicago and 
the region about here. Pictures, field-lessons and sand-molding 
will aid in this. If possible, it would be a good plan to visit the 
rooms of the Chicago Historical Society, the site of old Fort 
Dearborn, and of the Kinzie House. Show the Indian village life 
and the scenes of the chief adventures of the explorers by black- 
board drawings and other pictures. 

Books op Reference. — LaSalle and the Great West, Parkman. His- 
tory of Cook County, Andreas. History of Chicago, Kirkland. 



Fourth Grade. 



History. — Story of the life of Leonidas. 

Poem. — Death of Leonidas. Croly. 

Directions for Teachers. — Present Leonidas as a hero. Describe 
Persian wars sufficiently to show the meaning of Thermopylae. 
Tell all the picturesque details of the battle at the pass. Show 
pictures of Persian and Grecian warriors. Tell of the monuments 
erected on the battlefield, and of the yearly games in honor of 
Leonidas at his tombs in Sparta ; but let this description of the 
battle be the climax of the story of Leonidas' whole life. Show 
how he came to be such a man as he was. 

Vividly picture Sparta and its environs, a typical Spartan 
house, the gymnasia, the race-course, the market-place and its 
happenings, Leonidas' hunting on Taygetus, his gymnastic 
exercises, his dress, his military drill, his public eating place. 
Show that the one purpose of all Spartan education and life was 



106 COURSE OF STUDY 

to make hardy soldiers for the use of the state. Weave these 
general details into a dramatic story of the boyho'od and youth of 
Leonidas. 

Show many pictures of landscape, buildings, people. 

Expression from children. — Get frequent drawings and 
paintings— e. g., of Taygetus, booths in the market-place. Let 
children model Laconia in sand and mold Thermopylae and 
Spartan house in clay. 

Reading Lessons. — Let the teacher write short reading lessons 
about things that are dfficult rapidly to picture — e. g., Xerxes' 
army, exercises in the gymnasium, operations in the market- 
place, happenings at a certain public mess. 
Books of Reference. — Life of Lycurgus, Plutarch. Greek Histories 
(per index under Lycurgus, Sparta, Thermopylae). Greece and 
Rome, von Falke (passim). Herodotus (book vii). ■ Encyclo- 
paedia Britannica (under Sparta, Laconia, Thermopylae 
Lycurgus. 



Fifth Grade. 



History. — Story of La Salle. 

Directions for Teachers. — The subject of the December 
Geography lessons is "The St. Lawrence and Mississippi 
Valleys." This fact should be taken advantage of by making the 
children's geographical knowledge useful in their History 
lessons. Show the route taken by La Salle by means of black- 
board drawings and other pictures. Tell the story of La Salle's 
life so well that it will be unnecessary to say in so many words 
that he was a "great man." Picture the conditions that made 
up the life of the early explorers and colonists. The blackboard 
drawings should show scenery, animal life, means of transpor- 
tation, dwellings and defences,. costume and weapons. 

Books op Reference. — La Salle and the Great West, Parkman. 
History of Cook County. Mrs. Catherwood's Story of Tonty. 

Children's Reading. — Selections from Parkman' s La Salle. The 
Story of Tonty. McMurry's Pioneer History Stories. 



IN HISTORY AND LITERATURE. 107 



Sixth Grade. 



History. — Athenian life in the time of Pericles. 

Literature. — Story of the Iliad, Church. The Isles of Greece, Byron. 

Directions for Teachers. — Make a model of the site of Athens, 
showing Acropolis (with buildings), Pnyx, Areopagus, Museum, 
Cephissus and Ilissus, Academy, Lyceum, Stadium, Ceramicus, 
street of tripods. Pry taneum, theatre of Dionysus, market-place, 
city walls, Piraeus. Have as many pictures as possible of 
buildings (as restored, if this is possible) of streets, of people. 
Have the model constantly before your class. 

Tell a storv of some Athenian boy, or of yourself and of your 
class transplanted into ancient Athens. See the hero in his 
home, at his school, at his gymnasium, walking through the 
streets and the market place with his pedagogue, journeying to 
the Piraeus to see the navy, witnessing a drama in the theatre of 
Dionysus, taking part in the Panathenaic games in the Stadium, 
going as victor in the procession to the Parthenon. The 
picturesque side of government, also, should be shown. Trace 
the movements of your hero on the model and show pictures of 
places and things as they occur in your story. It will be observed 
that the endeavor of the course is to put blood into the body of 
old Athens. 

Excursion. — Make visit to the Art Institute, noticing in particular 
the frieze of the Parthenon, which represents the Panathenaic 
procession. Point out statues of orators as likenesses of those who 
addressed the people on the Pnyx. Let statues of athletes 
illustrate exercises of the gymnasia and of the Panathenaic 
games. Place in your model as many of the other statues as 
possible. 

Children's Reading. — Story of Cleon, from Miss Andrews' "Ten 
Boys." 



108 COURSE OF STUDY 

Expression. — Drawing and painting of Greek borders and capitals. 
Molding of the hills of Athens, in sand. Written expression of 
judgments upon certain points of Athenian life. 

Eeferences. — Greece and Rome, von Falke. Dictionary of Architec- 
ture, Stuart (per index). Encyclopaedia Britannica (Athens, 
Panathensea). Aspasia, Hamerling. Histories of Greece (per 
index, under Athens, Acropolis, Pericles, Pirseus, Solon, etc.). 
Cleveland's Antiquities. Greek Education, Davidson. Primer of 
Greek Literature, Jebb. 



SeveQtb Grade. 



History. — From the War of 1812 to the Mexican War. 

1. New issues after the War of 1812: (a) Internal improvements; (b) Slavery: 
(C) the Tariff. 

2. The Monroe Doctrine. 

3. New political parties: National-Republican and Democratic-Republican. 

4. Rise of the Whig Party. 

5. Invention of the locomotive and building of railroads . 

6. Commercial Panic of 1837. 

Literature. — The Legend of Jubal, George Eliot. Longfellow's 
Keramos, and other poems of invention. Selections from Web- 
ster's Bunker Hill Orations and Reply to Hayne. 

Directions for the Teacher. — Read the story of Monroe's journey 
from McMaster's fourth volume. Trace the movement of popu- 
lation westward, and show need of roads and canals. Beginnings 
of steamship navigation on the Ohio and Mississippi rivers and 
the Great Lakes. Read descriptions of life in the Northwest 
Territory in 1820. (Sheldon's American History.) Admission 
of New States into the Union: Indiana, Mississippi, Illinois, Ala- 
bama. Trace boundary line between slave and free states. Why 
did the admission of Missouri present a new difBculty? Trace 
results of invention of spinning-jenny and cotton-gin upon the 
slavery question. Read speeches of Henry Clay and others on 
the Missouri question. Was the compromise a wise one? Argu- 
ment. 

Study the Monroe Doctrine from original documents. (See 
American History Leaflets, A. Lowell & Co. or Old South Leaf- 



IN HISTORY AND LITERATURE. 109 

lets. ) Recent applications of the doctrine. Character studies of 
Clay, John Quincy Adams, and Jackson. 

Show the effect of the "War of 1812 upon our manufactures 
and select arguments for and against the tariff of 1816. Position 
of sections of country in regard to protective tariff. Trace change 
of sentiment in North and South before the tariff of 1824 and 1828. 
New party divisions. Study the Webster-Hay ne debate. (See 
vol. iv of Library of American Literature and Speech in Reply to 
Hayne, Maynard and Merrill; also Webster-Hayne Debate, River- 
side.) Nullification and Jackson's policy in regard to it. Was 
the compromise a wise one? Argument on the value of protective 
tariff in our own time. 

Jackson's relation to our civil service. Compare with John 
Quincy Adams. Jackson's relation to the bank of the United 
States. Rise of the Whig Party. 

Story of the invention of the locomotive and the value of 
railroads in the development of the West. Condition of Chicago 
from 1830 to 1840. 

Financial panic of 1837; causes and results and relation to 
power of Whig Party. 
Books of Reference. — Statesmen Series: Henry Clay; John Quincy 
Adams; Andrew Jackson; Daniel Webster. History of the United 
States, vol. iii. Schouler. Twenty Years in Congress, Blaine. 
Webster's Great Speeches. (Little, Brown & Co.) Library of 
American Literature. Building of the Nation, Coffin. History of 
the United States, vol. iv, McMaster. Triumphs of Inventions, 
Fife. Book of Illustrious Mechanics, Hammersley, (Hartford.) 
Machinery and Processes of the Industrial Arts, Barnard. 
(Government Report. ) Stories of Invention, Hale. 



Eig^tl) Grade. 



History. — Magna Charta and the Origin of the House of Commons. 

Directions for the Teacher. — Review the story of the origin and 
development of the House of Lords and compare the English 
nobility with that of the continent. Show how this resulted in 



110 COURSE OF STUDY 

Magna Charta. Compare the Magna Charta with the American 
documents of a similar nature. Make a study of the growth of 
free cities and show the effect of this upon the rise of the Com- 
mons. 

Books of Reference. — History of the English People, Green. History 
of the English Constitution, Creasy. Civil Government, Fiske. 
The Britannica article on England. Constitutional History of 
England, Stubbs. 

Children's Reading. — Shorter History of the English People, Green. 
The Magna Charta in Fiske' s Civil Government. King John, 
Shakespeare. History of England, Montgomery. For Magna 
Charta, see Old South Leaflets. 



IN HISTORY AND LITERATURE. Ill 



Outline of Work in History and Literature. 

FEBRUARY. 



pirst Grade. 



History. — Invention of Pottery. 

Literature. — Grandmother Kaoline, from Wiltse's Kindergarten 
Stories, and the Porcelain Stove from Ouida, adapted by Kate 
Douglas Wiggin in The Story Hour. 

Directions for the Teacher. — Show a collection of beautiful and 
useful pieces of pottery. Let children discuss uses and beauties 
of these. Then suppose no dishes available and ask what they 
could use in their stead. Help them by suggesting that you 
have a tea party on the next day, using as dishes such things as 
they can find in the school-yard. Or, if this is impracticable, 
place around the room a horn, a cocoanut shell, a hollow stone, 
a shell, a hollow piece of wood, a gourd, a piece of skin, etc., 
and ask the children to bring you water in whatever they can 
find. Then let them discuss the good and bad points of these 
primitive dishes, and use their invention in improving them. 
Then show them dishes that some primitive people made out of 
such things as you have been using, e. g., Indian stone dish, 
Eskimo bone dish, calabash, prepared gourd, Indian baskets. 
Let them think of cooking in these dishes, of coating the baskets 
with clay, of using the clay alone. Then let them [mold in clay 
such dishes as they please. Let them use them for water and 
discover the need of baking. Show kiln and bake dishes. Let 
them decorate their dishes. Show these pieces of biscuit clay 
and a glazed dish together. Put water in both and discover need 
of glazing. Describe the process. Show and explain potter's 
wheel. Let children invent a mold. Again show beautiful 
pieces of pottery, e. g., Worcester, Wedgewood, Delft. Explain 
process of making. Tell stories of Luca della Robbia and of 
Palissy. 



112 COUKSE OF STUDY 

Eeading Lessoj^s, from blackboard. — Simple sentences on such sub- 
jects as the following: Palissy; work of Luca della Robbia; dis- 
covery at Dresden; Wedgewood; description of pottery factory; 
Nanking's porcelain tower. 

Excursion. — Visit Field Columbian Museum, all anthrojiological ex" 
hibits, and ceramic room. 

References. — Encyclopedia Britannica, articles — Pottery, Palissy, 
Luca della Eobbia. Lives of the Painters: Luca della Eobbia— 
Vasari. 



Second Grade. 



History and Literture. — The Odyssey. 

Directions for the Teacher. — This study deals with the heroic 
period of Greek life and continues the work on primitive con- 
ditions in society. While the story should occupy the fore- 
ground and should be beautifully told for its own sake, a thorough 
study of all the conditions of life at that time should be made. 
Study the architecture, ship construction, interior furnishing of 
houses, ornament, costume, weapons, tools, and, in general, the 
ways of doing things in the Homeric time. This work will be 
ineffectual without a constant use of pictures. Carefully selected 
portions of the poem itself may be read to the children when 
their interest is strong enough to help them in following the 
reading. 

Books of Reference. — Antiquities, Schliemann. Houses and House- 
life, Viollet-le-Duc. New Chapters in Greek History, Gardiner. 
Costume of the Ancients, Hope. 

Children's Reading. — The Story of Ulysses for Youngest Readers, 
Davis. 



Third Grade. 



History. — Early Chicago; Story of La Salle; Fort Dearboim. 
Literature. — Longfelloxo' s Hiawatha. 

Directions for the Teacher. — The early history of Chicago and the 
neighboring region is the center of this work, but the whole 



IN HISTORY AND LITERATURE. 113 

story of La Salle's life is told to show the heroic labors of the 
men who made our life here possible. The story should be con- 
stantly accompanied by blackboard drawings, illustrating every 
feature of their life throughout their journey. Additional infor- 
mation concerning the Indians, La Salle's friends or enemies, 
mode of erecting forts, ways of entrapping and hunting the 
animals, etc., may be given in the form of reading lessons. 
Books of Reference. — La Salle and the Great West, Parkman. His- 
tory of Cook County, Andreas. History of Chicago, Kirkland. 
American Biography, Sparks. 



pourth Grade. 



History. — Story of Socrates' Boyhoood; an imaginative treatment of 
the general facts in regard to a typical Athenian boy's life. 

Directions fob the Teacher. — Tell a story with the boy Socrates for 
hero, setting forth the poor house in which he was born, 
together with its surroundings; the potter's shop or sandal- 
maker's shop across the street; the ceremonies at Socrates' birth; 
occupation and dx'ess of his father and mother; how the boy 
amused himself at home; the work at school and at the gym- 
nasium; appearance of the streets through which he walked to 
school; his walk to Pirseus, one day, to see the ships; his trials 
in learning to be a sculptor; what he saw when he was one day 
sent to the market-place; how he saw the building of the Par- 
thenon. Indeed, do everything to give the children the Greek 
feeling, to make them at home in Athens. Make them see the 
city and the country round about — mountains, rivers, sea, trees, 
tiowers, animals, buildings, and people. 

Let children do as many as they can of the things the Greeks 
did, e. g. , play Greek games, mold forms of Greek vases in clay, 
write a simple dictation on wax tablets. Make these tablets by 
smearing a small, thin board with paraffine. Make the stylus of 
a small stick of wood. Study Greek forms in our architecture. 

During the next month the later and more definite biography 
of Socrates will be taken. 



114 COURSE OF STUDY 

Material. — Pictures, models, or actual objects at every point, e. g., 
pictures of Greek houses, model of Acropolis, fac-simile of Greek 
vases, Greek dress. 

Art Expression. — Mold in clay: Socrates' house; Greek vases; statue 
of Athena. Mold Athens in sand; build Parthenon of wooden 
blocks; paint Pentelicus. 

Written Expression. — Constantly have children comparing Athenian 
life with Spartan and American, frequently having comparison 
stated in writing on the blackboard. 

Excursion. — Visit Greek room in Art Institute. 

Books of Reference. — Greece and Rome, von Falke. Aspasia, 
Hamerling. History of Greece, vol. i i i, sec. i, Duruy. Dic- 
tionary of Architecture (article on Athens), Stuart. 



Fifth Grade. 



History. — The Colony of Virginia. 

PoEM.^ — The Spanish Armada, Macaulay. 

Directions for the Teacher. — Tell the story of John Smith's adven- 
turous life before his connection with the colony. (See Fiske's 
Old Virginia and Introduction to " Settlemsnt of Virginia.") 
From the story of the Spanish Armada as a basis, show the con- 
ditions in England which led to the formation of the colony. 
From John Smith's True Relation, in "Settlement of Virginia," 
trace the formation of the London Company, its instructions, the 
voyage, settlement and early years of colonial history. Compare 
this original source with account given in Fiske's Old Virginia 
and other books. In connection with reading and story telling, 
study the geography of Virginia, its structure, soil, climate and 
vegetation. Trace the effect of raising of tobacco as a staple 
product upon social life, schools and government. Here let the 
children make as many inferences as possible— as, the size of 
plantations ; where manufactured articles were obtained ; no 
villages nor cities; need of slaves ; classes of society; kind of 
schools; unit of government, etc. Picture plantation life as fully 
as possible. Show pictures from historical cabinet. (See Fiske's 
Old Virginia, vol. ii. ) 



IN HISTORY AND LITERATURE. 115 

While teaching, notice whether the children like best John 
Smith's own story or the story of other writers or that told by 
the teacher. 

Books op Reference. — The settlement of Virginia, from Historical 
Classic Readings, Maynard and Merrill. Captain John Smith's 
True Relation in American History Leaflets, Lovell. Old 
Virginia and her Neighbors, John Fiske. Doyle's Virginia. 
Cooke's Virginia. Epoch Series— The Colonies, -Thwaites. The 
English Colonies in America, Doyle. The English Colonies in 
America, Lodge. American History Told by Contemporaries, 
Edited by Hart. 



Sixth Grade. 



History. — The Age of Chivalry. 

Literature. — Scott's Ivanhoe, Talisman and Lady of the Lake 
(Selections). Ballad of Chevy Chase. Chaucer's description of 
the Squire. King Robert of Sicily, Longfellow. 

Directions for the Teacher. — Let this be, in so far as possible, an 
invention course. Describe condition of middle ages — no police- 
men, no state troops, no courts of justice to protect people. Then 
put the question, "How will a man live— his probable occupation, 
dress and house?" Let the children draw their idea of a good 
house for a man of that time. Then have before them a large 
picture of a complete castle. Let children discover uses and 
advantages of difierent parts. Let them imagine the relations 
between this man in the castle and the neighboring farmers and 
knights, so working out the idea of vassals and pages. Let them 
discover probable occupations of the people in the castle in time 
of peace — hunting, hawking, tournament, duties of pages, 
education and duties of esquires, indoor games, feasts, embroider- 
ing, etc. Have children work out character of battle, actions and 
dress of knight and of esquire, knighting of an esquire on field of 
battle. Imagine castle attacked by an enemy. Let the children 
take sides, some to attack, some to defend the castle, discovering 
for themselves all possible means of attack and defence— dis- 
position of men, scaling ladders, mangonel, cat, float, moving 
tower, mine, etc. Make them know that this was the life of the 
real people of the middle ages. Let them discover any of our 



116 COURSE OF STUDY 

customs that are survivals of the habits of the times of chivalry, 
e. g., doffing the hat, use of "Sir", in address. 

Reading. — After the children have discovered different points, in 
order to give them the fire and color, let them read or hear 
brilliant accounts of these things. Let them read on the Tourna- 
ment selections from the seventh, eighth and ninth chapters of 
Ivanhoe, or from Aslauga's Knight. Let the teacher read to 
them on the jester "The Jester's Sermon," by G. W. Thornbury, 
in Cumnock's school speaker; on a hawking party, first four 
stanzas of "The King," by Riley, in " Afterwhiles." Supple- 
mentary reading: Story of Guilbert in Jane Andrews' "Ten 
Boys." The teacher may, too, assign topics to different members 
of the class with references to be read and reported upon in 
writing for the next day. 

Materials. — Pictures of castles, costumes, engagements, hunting- 
parties, tapestries. If possible show a suit of armor. 

Excursion. — Visit Art Institute to see tapestries, suits of armor, cast 
of King Arthur, casts of statues and cathedral doors in French 
rooni. 

Books of Reference. — Chivalry, Gautier. Annals of a Fortress, Le 
Due. Habitations of Man, Le Due. Ivanhoe, Scott. Encyclo- 
pedia Britannica, articles on Castles and Knighthood. Middle 
Ages, vol. i.,Hallam. Iconographic Dictionary. 



SeveQth Grade. 



History. — The Annexation of Texas, and the Mexican War. 

Literature. — The Biglow Papers: Thrash Away, etc.; What Mr. 
Robinson Thinks; The Debate in the Sennit. The Angels of 
Buena Vista, Whittier. The Arsenal at Springfield, Longfellow. 

Directions for the Teacher. — Read original studies found in 
Sheldon's American History on the Oregon Trail, the Spanish 
West and the Ainericans in Texas. Discuss the causes of oppo- 
sition to the annexation of Texas to the United States. 

Compare the questions at issue in the election of 1840 and that 
of 1844. Give description of the enthusiasm of the "log-cabin'' 
and "hard-cider" campaign. (See Schouler's History, vol. iv. p. 
335.) Compare with this the earnestness of the campaign of 1844 
(p. 471.) Invention of the telegraph. Show reason for Henry 



IN HISTORY AND LITERATURE. 117 

Clay's popularity. His attitude on the Texas question. (Read 
the Raleigh letter, p. 465.) Attitude of the Liberty Party. (See 
Life of Henry Clay, bySchurz.) Read Clay's Alabama letter 
(vol, ii, p. 260). Show effect of this letter upon the Liberty Party 
and finally upon the election. 

Read selections from the Biglow Papers, to illustrate the 
opposition to the Mexican War. (See vol. v, Schouler, for de- 
scription of Gen. Scott and Zachary Taylor; also, descriptions of 
the battle of Buena Vista and the taking of Mexico.) Give argu- 
ments for and against this war. Was it justifiable? 

Read Whittier's Angels of Buena Vista, and Longfellow's 
Arsenal at Springfield. Discuss the relation of war to civiliza- 
tion. Are there any signs of the discontinuance of war? 

Study the Wilmot Proviso. (See Blaine's Twenty Years in 
Congress.) Give arguments for and against it. Draw map of 
territory gained by this war. 

Read from Sheldon's History Selections on Gold in California. 
Effect on character of settlement. Free Soil party and Taylor's 
election. (See Schurz's Life of Henry Clay, vol. ii.) Compare 
events of our time with those of fifty years ago. 
Books op Reference. — History of the United States, Schouler. 
Twenty Years in Congress, Blaine. Life of Henry Clay, Carl 
Schurz. Library of American Literature, vol. V, p. 464. Century 
Magazine, Nov., 1890, etc. Oregon Trail, Parkman. The Making 
of the Great West, Drake. Political History of the United 
States, Goldwin Smith. Stories of American Progress, Wright. 
The Building of the Nation, Coffin. 



EigF)tb Grade. 



History. — The Renaissance. 

Literature. — The Merchant of Venice, Shakespeare. Columbus, Lowell. 

Directions for the Teacher. — Make a general survey of the Middle 
Ages, with the idea of showing the movement toward renascence. 
Study the civilization of the Saracens in the ninth and tenth 
centuries (Draper). Trace the origin of the compass, gunpowder, 
paper and printing. Show how the Crusades and the Fall of 
Constantinople brought the western people into further contact 
with the older civilizations. Compare the spirit of Greek life 



118 COURSE OF STUDY 

with the medifeval spirit, and make clear in this way the mean- 
ing of Humanism. Trace from the Crusades the growth in 
geographical knowledge up to the circumnavigation of the earth. 
(Fiske's Discovery of America.) Show the efiects of this know- 
ledge and the new ideas in astronomy upon the intellectual 
movement. The effect of this great increase in intellectual power 
on England is presented in the picture of the Elizabethan period. 
(Taine). Sir Walter Raleigh is a good embodiment of the spirit 
of the time. 

Books OF Reference. — Britannica article on "Renaissance." Italian 
Renaissance, Symonds. Intellectual Development of Europe, 
Draper. Rise of the Universities, Laurier. History of Educa- 
tion, Compayre. Discovery of America, Fiske. English 
Literature, Taine. 

Drawing. — Renaissance ornament from casts. 



IN HISTORY AND LITERATURE. 119 



Outline of Work in History and Literature. 

MARCH. 



first Grade. 

History.— -DeOTces/oi- measuring time. 

Literature.— Sun Myths: Phaethon; Balder. 

Directions for the TEACHER.-Discuss the uses that children make of 
clocks. Ask how Hiawatha told time. Tell story of his watch- 
ing sun and shadows. Let the children make shadow-stick by 
pasting a short upright on a horizontal square of cardboard. Let 
them place this in a sunny place and mark the shadow on the 
cardboard at various times. So introduce the sun-dial Let 
children make a dial of Berosus (see explanation in Encyclopedia 
Britannica) and a common sun-dial (see Mr. Carley's directions m 

Sloyd work). . ^^u „ 

Show a simple clepsydra, consisting of a can with a 
hole in the bottom through which the water drips into a glass 
tumbler. Mark on the glass the height of the water for diflerent 
minutes. Let children discuss faults and advantages of this de- 
vice and suggest improvements. Make a clepsydra m which 
water from faucet falls upon a water-wheel, to whose movable 
axle is attached a wire arm perpendicular to the axle. Within 
reach of this arm place a cog-wheel which will be moved by the 
arm when the water-wheel revolves. Near circumference of cog- 
wheel attach a straight wire parallel to axle of cog-wheel. Atend 
of this wire, facing the cog-wheel, place a dial graduated m a 
circle for a given amount of time. As the water flows, the wire 
indicator will point out the time on the dial. _ 

Tell stories of Plato's clepsydra and of the Tower of Winds in 
Athens. Show sand-glass. Let children make a trial instru- 
ment of paper and experiment for amount of sand. Tell story 
of King Alfred's candle, showing a lighted candle that is grad- 
uated for short periods of time. Describe a flower clock. Show 



120 COURSE OF STUDY 

a pendulum clock and explain the movemenf, using (xta 
pendulum, spring and set of cog-wheels, to illustrate details. Tell 
stories of automatic clocks, e. g., Strassburg clock and cuckoo clock, 
of old colonial clocks, of chimes, of tiny Swiss watches, of tell-tale 
clock. Explain relation between our clocks and the sun. 

Reading Lessons. — Blackboard sentences upon parts of the work, e. 
g., flower clock, tell-tale clock, story of a colonial clock, adapta- 
tion of "The Discontented Pendulum." 

Poem.— The World, from Whittier's Child Life. 

Books of Reference. — Articles on clocks, watches, dialing, clepsydra, 
sand-glass, in encyclopedias, dictionaries and mechanical diction- 
aries. "Celebrated Clocks " in Popular Science Monthly, vol. 
XXX. "Clocks of Rondaine," in "Fanciful Tales," Stockton. 
North American Review, vol. xxix. 



Second Grade. 



History. — Manners and Customs of the Greeks. 

Literature. — Stories from the Odyssey continued: Circe's Palace; 
The Song of the Sirens; Calypso's Island; Tlie Tempest and Ar- 
rival at the Phseacian Land. 

Directions for the Teacher. — Tell each story to the children in your 
own words. Make blackboard drawings of the scenes, if possible. 
It is often well to draw as you talk. In preparing your stories, 
study the motive of each and select the detail that will best 
develop that motive. Put these details into simple yet dramatic 
language. Omit such particulars as are not suitable for the chil- 
dren. Illustrate your work by pictures of houses and furniture 
of houses, dress, ships and other objects mentioned. Let the 
children express freely in drawing, painting and writing. 

Making. — Model of Ulysses' raft. See model in sloyd room. 

Construction of Ulysses' Baft. — Material needed: straight soft-wood twigs, 
nails, cloth for sail, a drill Yb to J4 inch in diameter. For the foundation use 
nine straight pieces about Ji to 1 inch in diameter. Make the one for the 
middle log 13 inches long, the two to go on each side of this % inch shorter, 
the next two % inch shorter than these, and so on. Fasten these pieces to- 
gether with two cross-pieces so that one end of the raft shall be square and 
the other end pointed. Place one cross-piece 2 inches from the square end, 



IN HISTORY AND LITERATURE. 121 

and the other 6 inches from that. These two cross-pieces should be made of 
% inch pieces with two opposite faces slightly flattened. A platform is next 
made of pieces 14 inch in diameter, extending from one cross-piece to the 
other. This should come to within about ^ inch of the sides of the raft. 
Next make a fence about lYz inch high around the outer edge of the platform 
Drill holes for uprights about Wz inch apart and weave in slender willow 
twigs. A mast 9 inches high is then placed at the forward end of the plat- 
form and fitted with a sail 6 inches square, hung from a yard (cross-piece) 6'/^ 
inches long. At the back end of the platform set up a stick H/2 inch high 
with a fork at the end, to serve as an oar-lock for the steering oar. The oar 
should be about 6 inches long. (I. M. Carley.) 

Reading.— Story of Ulysses for Youngest Readers, Davis. 

Books of Reference. — See February work. 



Third Grade. 



History. — Early History of Chicago. 

Literature. — Longfellow's Hiawatha. 

Directions for the Teacher. — The idea of this month's work is to 
show, in a small degree, the industrial beginnings of our own city. 
Tell the story of the early settlers here who cam e for the fur- 
trade. Illustrate this by pictures of the Indian hunting, of the 
trading depots and of the articles of exchange. The government 
recognition of the settlement comes with the building of Fort 
Dearborn. Describe the fort, its situation, the garrison life and 
tell the story of the massacre (omitting the too horrible details). 
By means of many anecdotes told by early settlers and visitors 
the children may be led to imagine the conditions of life here at 
that time. 

Tell the story of some family traveling from the Eastern 
States to Chicago. Tell a story of an emigration farther 
west and the founding of a western farm. Describe the work 
done on this farm and the transportation of the products to 
Chicago. Let the children decide what industries would grow 
out of the needs of the town. 

Books op Reference. — The Fergus Papers. History of Cook County, 
Andreas. History of Chicago, Kirkland. Waubun, Mrs. Kinzie. 
History of Illinois, Gardiner and Struve. 



122 COURSE OF STUDY 



Fourth Grade. 



History. — Story of Socrates' Manhood. 

Directions for the Teacher. — The prime intention of the course is 
to give a hero-story, the secondary one is to fill the child's mind 
with images of the material beauty of Athens. It will be largely, 
therefore, a story and picture course with artistic expression on 
the child's part to deepen the eflFect of the material beauty. 

As a continuation of last month's work, describe the Panathenaic 
games and procession, showing pictures of stadion, athletes, 
chariots and horses, Athenian streets, Propylsea, interior and 
exterior of Parthenon. Take children to Art Institute to see the 
cast of the frieze of the Parthenon. 

In the story let the effort be to picture the beauty of Socrates' 
character. But for children this can be done only by means of 
illustrative incidents. For instance, his bravery is illustrated by 
his saving of Alcibiades' life at Potidgea, and by his refusing to 
obey the Thirty in regard to Leon; his justice by his action in 
regard to the affair of Arginus^e when he was president of the 
Assembly. Here pictures of the Pnyx and of orators, and a de- 
scription of the Assembly must be given. He is proved an 
honorable man by his refusal to escape from prison when it was 
possible and by his refusing to compromise with his jury. He is 
proved philanthropic and sincere by not accepting money for his 
instruction and by his refusal of an invitation to live a life of 
wealthy leisure in Macedon. 



As the cause of his change of occupation, tell the story of 
Chaerephon's visit to Delphi and the effect of the oracle upon 
Socrates. Give pictures and descriptions of Delphi and account 
of the methods of the Pythia. Explain simply the kind of 
teachers that had been in Athens before Socrates, i. e., the 



IN HISTORY AND LITERATURE. 123 

sophists, and the evil effect of their teaching on the young men. 
Tell that Socrates wished to teach men to be good, and show how 
he did it — that is, describe his method of teaching. This might 
be well done by means of a reading lesson in the form of a dia- 
logue in Plato's manner upon some question of childish ethicp. 
Tell by story and pictures of the places where Socrates taught, 
i. e., market-place, gymnasium, streets, banquets, at the homes 
of his friends. Tell, in detail, of the charge, the trial, the im- 
prisonment, and the death, illuminating Socrates' beautiful char- 
acter with all the little incidents that Plato tells in hs "Phsedo." 
It will be necessary to explain in some detail Athenian courts 
and processes of law. 

Reading Lessons. — Indicated above. 

Art Expression. — Any exercise that will emphasize the influence of 
Athenian beauty. 

Written Lessons. — For instance, children's judgments of various acts 
of Socrates; children's ideas as to what Socrates would have said 
if he had seen them do certain things. 

Children's Reading. — Stories of Marathon, Thermopylae, and Salamis 
from Guerber's Story of Greece. 

Books of Reference. — Apology, Phsedo, Crito, by Plato. Memora- 
bilia, Xenophon. Selections from Plato, Jowett and Knight. 
Aspasia, Hammerling. Life of Socrates, Wiggers. Life of So- 
crates, Zeller. Socrates, Lamartine, in "Celebrated Characters." 
Greece and Rome, von Falke. History of Greece, vol. iii, sec. 2, 
Duruy. Socrates, Britannica. 



Fifth Grade. 



History. — The Plymouth Colony. 

Directions for the Teacher. — Make a good picture of the village of 
Scrooby; the church; the manor-house; the occupations of the 
people; the meetings of the Separatists; the interference of the 
king, and the arrest of the people at Boston (England.) In the 
same way picture the life of the Pilgrims in Amsterdam and 
Leyden: the appearance of these cities; the kinds of work the 
Pilgrims took part in; the way the Dutch regarded them, and the 



124 COURSE OF STUDY 

reasons for the Dutch tolerance of them. Tell the story of their 
resolve to remove to the new continent (a board-map showing all 
the places involved). Compare the situations of New England, 
Virginia, and Guiana as possible places of residence. Their need 
of money for the enterprise will make clear the reasons for such 
combinations as the Plymouth and Virginia companies. 

Give the terms of agreement between the colony and the 
"Adventurers." Through the first system of land-holding raise 
the question of socialism and individual ownership and let the 
children discuss it a little (as far as they are able to see and as 
far as they are interested in the matter). Reconstruct by means 
of pictures, descriptions and stories the early New England life 
in detail. Compare the colony with that of Jamestown and find 
the cause of their difierence. The dramatic interest of the story 
should not be slighted, and the personality of the leaders should 
be made to exhibit to the children the Puritan character. 

Books of Reference. — Governor Bradford's Journal. Library of 
American Literature, vol. 1, Stedman. The Beginners of a 
Nation, Eggleston. The Beginnings of New England, Fiske. 
English Colonies, Lodge. English Colonies, Doyle. 

Children's Reading. — Pilgrims and Puritans, Nina Moore. Miles 
Standish, Longfellow. Standish of Standish, Jane J. Austin. 



Sixth Grade. 



History. — Causes of the Revolutionary War. 

Literature. — Ballad of the Boston Tea Party, Holmes. 

Materials. — Pictures from historical cabinet. Original documents 
in historical cabinet. 

Directions for the Teacher.— Begin your work with an account of 
the Writs of Assistance. Show their relation to England's laws of 
trade — 1660 — 1760. Read some of these laws from American His- 
tory Leaflets and from Sheldon's American History. Let the 
children give arguments for and against such laws. Read selec- 



IN HISTOEY AND LITERATURE. 125 

tions from James Otis' famous speech in defence of the colonies 
What was the "key note of his speech"? Why did John Adama 
say that "Independence was then and there born"? 

Review the grievances of the colonies in regard to their rela- 
tions with the mother country: royal governors, defence. Com- 
pare the colonies in regard to their self government. 

What was the effect of the fall of French power upon the pos- 
sibility of a revolt of the English colonies from the mother 
country? Select speeches on the Stamp Act from Bancroft's 
third volume. Let the pupils organize as an English Parliament 
and give the speeches made by Englishmen on the Stamp Act. 
Compare the Stamp Act and the Writs of Assistance as to the 
principle involved. Why did George the Third wish to have 
this act passed? (See sketch of the character of George the Third 
in Green's Short History). From the speeches given allow the 
children to discover the attitude of the different political parties 
in England on this subject. Read from Fiske's War of Independ- 
ence, pp. 58-64. Select speeches showing the arguments against 
the Stamp Act in the American Colonies. Discuss the Stamp 
Act Congress, the riots, and other acts of opposition. 

Let speeches on the Repeal be discussed in a similar way to 
those on the passage of the Act. Try to secure an understanding 
of the principle of "taxation without representation." Read the 
first chapter in Fiske's Civil Government. 

The New Taxes of 1767 — how received? Give vivid descrip- 
tion of Boston Massacre (1770), and of Boston Tea Party (1773). 
Read selections from Burke's Speech on American Taxation. 
(Maynard and Merrill: 12 cents.) Boston Port Bill (1774). Read 
account of First Continental Congress from Lodge's Story of the 
Revolution in Scribner's Magazine (Jan., 1898). 

Books of Reference. — History of the United States, Bancroft, vole, 
ii and iii. Principles and Acts of the Revolution, Niles. His- 
tory of Boston, Froth ingham. Lives of Samuel Adams and of 
John Adams, Statesmen Series. History of the Revolutionary 
War, Gordon. History of England in the Eighteenth Century, 
Lecky. The Literary History of the Revolutionary War, Tyler. 

Children's Reading. — Fiske's War of Independence. Cofiin's Boys 
of '76. Sheldon's American Histor3% 



126 COURSE OF STUDY 



Seventy Grade. 



History. — Development of the t/hion (continued): The Slavery Ques- 
tion— 1850-1860. 

Literature. — The Present Crisis, W. L. Garrison. Wendell Phillips, 
and Stanzas on Freedom, Lowell. The Slave's Dream and The 
Slave in the Dismal Swamp, Longfellow. Under the Washington 
Elm, Cambridge, Holmes. To W. L. G. and Song of Slaves in 
the Desert, Whittier. Uncle Tom's Cabin, Stowe. 

Directions for the Teacher. — Describe the scene in the Senate of 
1850 when Clay's Compromise Bill was introduced. (See History 
of the United States, Schouler, vol. v, p. 160, and picture in 
Seventh Grade room.) Webster, Clay, Calhoun, Seward, Chase, 
Douglas, Jefferson Davis. Why was a compromise measure 
thought necessary? 

Read selections from speeches of Clay, Calhoun, Webster 
(Seventh of March), Seward, and Chase. (See Schouler, vol. v, 
and Webster's Great Speeches, also Life of Clay by Schurz.) 
Read Whittier's Ichabod. Give Zachary Taylor's attitude to- 
ward the compromise. Show the effect of his death upon this 
question. Final passage of the provisions of the measure. Ex- 
citement over the Fugitive Slave Law and Uncle Tom's Cabin. 
See Sheldon's American History. Give a sketch of the life of 
William Lloyd Garrison. 

Why did the great political parties of the time claim that the 
compromise of 1850 was a final one? Why was the slavery ques- 
tion introduced into the discussion of the Nebraska bill so soon 
after the compromise? For the attitude of Stephen A. Douglas, 
see Life of Lincoln by Nicolay and Hay, i. 345-51. Find the 
arguments on the Kansas-Nebraska bill. See Greeley's American 
Conflict and Blaine's Twenty Years in Congress. The same books 
give a description of the border warfare in Kansas. 

Show the origin of the Republican party, the outgrowth of the 
repeal of the Missouri Compromise, and the growing anti-slavery 



IN HISTORY AND LITERATURE. 127 

sentiment in the North. What new principle is involved in the 
Dred Scott decision? Study the Lincoln-Douglas debate. See 
Blaine's Twenty Years in Congress, i. 144, and Morse's Life of 
Lincoln, i. 111. Life of Lincoln, Nicolay and Hay, ii. 144. John 
Brown's Raid. Lincoln's Election to the Presidency. 

Books op Reference. — Twenty Years in Congress, Blaine. History 
of the American Conflict, Greeley. History of the United States, 
Schouler, vol. v. Life of Clay, by Schurz, and Life of Lincoln, 
by Morse, in the Statesmen Series. Life of Lincoln, Nicolay 
and Hay. Speeches of Wendell Phillips, Red path. William 
Lloyd Garrison (Century Co.), 4 vols. Lincoln -Douglas Debate 
(FoUett, Foster & Co.). American History Leaflets: Documents 
Relating to the Kansas-Nebraska Act; Extracts from the Dred 
Scott Decision; Ordinances of Secession and Other Documents. 
Building of the Nation, CoflBn. Constitutional History of the 
United States, von Hoist. Lincoln and Men of War-Times, 
McClure. 



Eigl)tb Grade. 



HiSTOKY. — The Puritan Revolution in England. 

Literature. — A Glance Behind the Curtain, Lowell. 

Directions for the Teacher. — Relate this period, first, to the earlier 
political development in England (the memory of the old Saxon 
methods and of the charters secured from earlier kings); second, 
to the Renaissance (the appeal to reason instead of tradition and 
the increase of intelligence through commerce, printing, and 
travel. 

Recall the Tudor period with a view to showing the causes of 
the king's supremacy and tracing the growth of power in the 
Commons. Make a comparison of the forces of the King and the 
Commons at the accession of the Stuarts. The King's forces 
were: tradition. Episcopacy, Courts of Star Chamber and High 
Commission, Scottish ancestry, the power to assemble and dis- 
solve parliament. The Commons' were: taxation, the new spirit 



128 COURSE OF STUDY 

of the times. These forces came into collision. With what 
results? 

Make a very thorough-going study of Cromwell as an embodi- 
ment of the period. Why was not a liberal government effected 
at this time? The success of the revolution is proved by a study 
of the two succeeding reigns. The revolution of 1688 completes 
the one in 1640. Examine the Bill of Rights. 

Books of Reference. — Life of Cromwell, Carlyle. Longer History of 
the English People, Green. Article in Britannica (England). 
History of England, Hume. History of England, Macaiilay. 
English Constitution, Creasy. Constitutional History of Eng. 
land, Taswell Langmead. English Literature, Taine. Civil 
Government and Beginnings of New England, Fiske. 

Children's Reading. — Heroes and Hero Worship, Carlyle (Crom- 
well). Fortunes of Nigel; Peveril of the Peak; Woodstock, by 
Scott. St. George and St. Michael, Mac Donald. Shorter His- 
tory of the Enghsh People, Green. 

Dramatic Reading. — Battle of Nazeby, Macaulay. Battle of Dunbar, 
Carlyle (Oliver Cromwell). 



IN HISTOEY AND LITEEATURE. 129 



Outline of Work in History and Literature. 

APRIL. 



First Grade. 



Literature. — Tree stories in connection with awakening of life 
Rhoecus, adapted from Lowell's poem; Old Pipes and The Dryad, 
from Stockton's Fanciful Tales; Baucis and Philemon. 

Materials and Apparatus. — Pictures and drawings on the black- 
board. 

Directions for the Teacher. — Study the motive of Lowell's poem, 
"Rhoecus," and select for your story the detail that will best de- 
velop that motive. What points should be omitted? What 
points should be omitted from the story of Old Pipes and the 
Dryad for a first grade story? Write a reading lesson. Study 
the story of Baucis and Philemon from different text books on 
mythology. Compare these accounts with that of Ovid in the 
Metamorphoses, Book VIII. What are the advantages of the 
original account for your purpose ? Indicate in your plans lines 
of expression expected from the children. 

Study and Reference. — Cox's Mythology of the Aryan Nations. 
Bulfinch's Mythology. Murray's Mythology. Gayley's Classic 
Myths. Guerber's Myths of Greece and Rome. Ovid's Meta- 
morphoses. 

Drawing. — ^Blackboard illustrations of stories. 

Painting. — Trees (from nature) 

Oral Reading. — Blackboard sentences and printed slips. 

Poem. — The Tree, Bjornson. 

Song. — The Tree, Eleanor Smith. 



130 COURSE OF STUDY 



Second Grade. 



History. — Home Life in the Homeric Age. 

Literature. — The Odyssey: The Phaeacian Home; The Games; 
Journey to Ithaca; Penelope, Laertes and Telemachus. 

Materials and Apparatus. — Sand for molding site of dwellings; 
pictures; clay for modeling implements; blackboard drawings. 

Directions for the Teacher. — -Tell the story of Ulysses and Naus- 
icaa. Describe the palace of Alcinous. By means of blackboard 
drawings, give the children a picture of the country inhabited by 
the Greeks. Develop the necessity for their mode of building, 
letting the children invent w'ays of meeting such necessity. 
Show pictures of dwellings. Let the children draw the one they 
would prefer to live in and then imagine themselves as dwellers 
there. They will then invent means to supply all their wants 
and can be led to reproduce quite accurately the life of the prim- 
itive people. Compare with modern people. The stor}?- of 
Ulysses' entertainment by Alcinous will develop further the 
manners and customs of the Greeks. 

Study and Reference. — See March work. 

Drawing. — Houses, implements, illustrations of occupations. 

Painting. — Scenes in Greece. 

Oral Reading. — The Story of Ulysses for Youngest Readers, Davis. 



Third Grade. 



History. — Chicago as a Center of Commerce. The Discovery of 
America by the Norsemen. Changes in Modes of Transportation 
since America was Discovered. 

Literature. — Spring myths : Balder and Iduna, from Norse Myth- 
ology. 



IN HISTORY AND LITERATURE. 131 

Materials and Apparatus. — Pictures from historical cabinet. 
Blackboard drawings. 

Directions for the Teacher. — Study transportation exliibit at Field 
Museum. Our World's Fair; what did it celebrate? Who dis- 
covered America ? From pictures of the scenery of Norway, lead 
the children to compare the seasons in that country with our 
seasons. Feeling of the Norse people toward spring developed. 
Tell story of Balder. Think of different ways by which the 
children may reproduce the story. Compare other stories of 
spring which the children know. Same for Iduna. Describe 
the Viking ships. Tell the story of Eric the Red, and of Leif, 
Eric's son. Connect this story with previous work by showing 
the change in modes of travel since America was discovered. 
Study modes of transportation with Chicago as a center. 

Excursion. — To the Field Museum, transportation department. 

Study and Reference. — Anderson's Norse Mythology. Baldwin's 
Story of Siegfried. Matthew Arnold's Balder Dead. Sheldon's 
American History. 

Drawing. — Illustrations of stories. 

Painting. — Spring scenes; spring flowers. 

Oral Reading. — Stories of Norseland, Mara Pratt. 

Poem. — Tegner's Drapa, Longfellow. 

Song. — Tegner's Drapa, Eleanor Smith. 



Fourth Grade. 



History. — Continuation of the study of Greek houses and temples. 
Greek customs. 

Literature. — Stories of Hercules. 

Materials and Apparatus. — Photographs and casts from museum of 
the school. 

Directions for the Teacher.— Study the story of Hercules from 
Greek literature, especially from Xenophon's Memorabilia and 
the Alcestis of Euripides. Read quotations from Balustion's Ad- 
venture, Browning. Find the motive of the story in the original 



132 COURSE OF STUDY 

accounts. Read the nature interpretation of it in Cox's Myth- 
ology of the Aryan Nations, and the ethical interpretation in 
Ruskin's Queen of the Air and Symond's Greek Poets. Select 
for your story the details that will best develop the motive, and 
make your story dramatic in style. Write a reading lesson suit- 
able for the grade. What expression in drawing and painting 
would be desirable ? Criticise the stories found in books that the 
children can read. What stories would you give the children 
from "Gods and Heroes," and which would you omit? Why? 
Show photographs of celebrated statues of Hercules. 

Study and Reference. — Xenophon's Memorabilia. The Alcestis of 
Euripides. Balustion's Adventure, Browning. Cox's Mythology 
of the Aryan Nations. Other works on mythology. 

Drawing. — Illustrations of history and literature. 

Painting. — Scenes illustrating the labors of Hercules. 

Oral Reading.— Some of the stories from Gods and Heroes by Fran- 
cillon. (Select carefully.) 



pifth Grade. 



History. — Manners and customs of the Nev/ England Colonists. 

Literature. — Longfellow's Miles Standish. 

Materials and Apparatus. — Pictures from historical cabinet. 

Directions for the Teacher. — Select carefully the parts of the poem 
to be read by the children, orally. More difficult portions have 
read by thought analysis. Select different modes of testing, the 
silent reading. By the constant use of art expression make the 
atmosphere of the poem real to the children. Select portions of 
the poem for the teachers to read to the class. Illustrate the en- 
tire poem by pictures from the historical cabinet as well as by 
drawing. 

Study and Reference. — Longfellow's Miles Standish. Same author- 
ities as used for March work. 

Molding. — Surroundings of Plymouth. 

Drawing. — Illu^trations of the poem. 

Painting. — Scenes of Puritan life in the colonies. 

Oral Reading.— Selections from the poem. 

Poem.— The Witch's Daughter, Whittier. 

Song.— Duke Street, School Hymnary, page 155. 



IN HISTORY AND LITERATURE. 133 



Sixth Grade. 



History. — Continuation of the Ten Boys on the Road from Long Ago 
to Now : The American Boy. Study of the Revolutionary War. 

Literature. — Grandmother's Story of Bunker Hill Battle, Holmes. 
Concord Fight, Enierson. 

Materials and Apparatus. — Maps and pictures from historical 
cabinet. 

Directions for the Teacher. — By maps and drawings, picture the 
situation in and around Boston in 1775, before Bunker Hill battle 
was fought. By study of geography, trace the reasons for Con- 
cord Fight and the fortification of Bunker Hill. Study carefully 
the map of Charleston and vicinity. Account for the attack of 
the British upon Bunker Hill; use molding and drawing. Show 
the relation of this event to the causes of the war. How large a 
part did geography play in these movements ? Compare the im- 
portant characters. Notice carefully the results of Bunker Hill. 
Study the Second Continental Congress. Washington, Com- 
mander-in-chief. His work. Evacuation of Boston. 

Study and Reference. — Fiske's War of Independence and Ameri- 
can Revolution. Irving's Life of Washington. The Boys of '76, 
Coffin. The Siege of Boston, Frothingham. The Literary His- 
tory of the Revolutionary War, Moses Coit Tyler. Bancroft's 
History of the United States, vol. iii. The Story of the Revolu- 
tion, by Henry Cabot Lodge in Scribner's Magazine, 1898. 



Seventh Grade. 



History. — The Civil War. See Course of Study in History and 

Literature. 
Literature. — Lowell's Biglow Papers. Lincoln's Speeches. 



134 COURSE OF STUDY 

Materials and Apparatus. — Complete set of pictures from Harper's 
Weekly in historical cabinet. 

Directions for the Teacher. — Make the nomination, campaign and 
election of Lincoln as vivid as possible by description and read- 
ing. Study Lincoln's first inaugural address. Study arguments 
for secession in American History Leaflets. Compare arguments. 
Study carefully the geography of the region in whii h the war 
was fought. What was the relation of the mountain region to 
the cause of the war? to the strategy of the war? Answer the 
same questions for the tide-water region; for the Mississippi 
River. Picture each region vividly. 

From the conditions, decide as to the action of the South in 
defence, and of the North in plans of campaigns. What 
were the four great lines of movement? Why? Trace 
these movements in a general way and find the de- 
cisive events in each. Do not dwell upon battles. Study 
the change of plan in '63 and decide upon the value of the 
change. Read Sherman's Grand Strategy of the War in vol. xiii. 
of the Century Magazine. Commit to memory Lincoln's Gettys- 
burg address. Would it be well to have an argument on the 
turning-point of the war ? What would you consider the value 
of such an ary;ument ? What objections to it? What character 
sketches would you consider important? 

Study and Reference. — Morse's Life of Lincoln, Statesmen Series. 
Battles and Leaders of the Civil War (Century Co.). Campaigns 
of the Civil War (Scribner). A Short History of the Civil War, 
Rossiter Johnson. Magazine articles. (See vol. xiii. Century, 
for Sherman's Grand Strategy of the Civil War.) Life of Lincoln, 
Nicolay and Hay. Autobiographies of Grant, Sherman, Jefi"er- 
son Davis. Greeley's Great American Conflict. Pollard's Lost 
Cause. History of the Civil War, Count of Paris. Histox'y of the 
Civil War, Draper. 

Molding. — Geography of the regions studied. 

Drawing. — Structure maps. 

Subject Reading. — Text-books. Boys of '61, Coflin. Books of ref- 
erence. 

Oral Reading. — Selections from Lowell's Biglow Papers. 

Poem. — The Present Crisis, Lowell. • 

Song. — Battle Hymn of the Republic. 



IN HISTORY AND LITERATURE. 135 



Eigbtl) Grade. 



HiSTORY.^English History, continued. The Revolutionary War in 
American History. 

Literature. — Lowell's Under the Old Elm. Waterloo, from Byron'- 
Childe Harold. Ode on the Death of the Duke of Wellington, 
Tennyson. 

Materials and Apparatus. — Pictures from the historical cabinet. 
Original documents and maps. 

Directions for the Teacher.— Study chiefly the struggle for parlia- 
mentary reform in England, and our War for Independence. 
Get the English view of the situation. Contrast the American 
view. Select speeches from Bancroft's History of the United 
States and from Niles' Register, from which arguments may be 
obtained. Review, very briefly, the campaigns of the war. Re- 
lation of the French Revolution to England and America. 

Study and Reference. — Lecky's History of England in the 
Eighteenth Century. Green's Short History of England. Prin- 
ciples and Acts of the Revolution, or Niles' Register. Bancroft's 
tlistory of the United States. Fiske's War of Independence. 

Molding. — Regions of geography which influenced movements of the 
Revolutionary War. 

Drawing. — Modern ornament, from casts. Study buildings of our 
own times. 

Subject Reading. — Green's History. Fiske's War of Independence. 



136 COURSE OF STUDY 



Outline of Work in History and Literature. 

MAY. 



First Grade. 



History. — In connection with making of the garden, study the de- 
velopment of agricultural implements — the plough, the hoe, the 
spade, the rake, and the harrow. 

Literature. — Stories of birds and of insects: King Solomon and the 
Bees, adapted from a poem of John G. Saxe; King Solomon and 
the Ants, adapted from Whittier's poem; The Cricket and the 
Poet, adapted from Browning's poem, A Tale; Arachne, from 
Baldwin's Old Greek Stories. 

Materials and Apparatus. — Pictures and blackboard drawings. 

Directions for the Teacher. — Let the children experiment with 
seeds by trying to plant them in a piece of ground entirely un- 
prepared. What preparation of the soil do they consider neces- 
sary? What has been done with our garden? If we had no tools 
provided for us, what could we use? Let the children invent 
tools and try them. Let them suggest improvements. Draw 
pictures of primitive people at work cultivating the soil. Study 
these pictures. Suggest differences between their methods and 
our own. Write the stories as you intend to tell them. Indicate, 
in preparation, expression and reading expected from the 
children. 

Study and Reference. — Industrial Arts, Butterworth. Encyclo- 
pedias. 

Drawing. — Blackboard illustrations of methods of tilling the soil. 
Blackboard illustrations of stories. 

Painting. — Spring scenes. 

Oral Reading. — Blackboard sentences and printed slips. Stories of 
insects, from Nature Stories for Young Readers, Bass. 

Poem. — Little Dandelion, Helen Bostwick. 

Song. — Summer Song, from Songs for Little Children, Part I. 



IN HISTORY AND LITERATURE. 137 



Second Grade. 



History. — Study of costume, weaving and making clothing of the 
primitive people of whom the children have learned throughout 
the year. 

Literature. — Story of Athena and Arachne. 

Materials and Apparatus. — Specimens of raw materials: wool, cot- 
ton, silk, flax. Samples of fabrics. Models of spinning-wheel 
and loom. Primitive looms. Articles used in manufacture, as 
cards, reels, bobbins, etc. Pictures from historical cabinet. 

Directions for the Teacher. — Review primitive costume by means 
of reading-lesson and blackboard drawings on Cave-men, Cliff- 
dwellers, Eskimos, Indians, etc. Dress dolls in primitive costume. 
Let the children examine samples of fabrics and determine the 
material from which they are made. Examine fibers with the 
microscope. Show the process of cloth-manufacture by primitive 
methods. Let the children make a simple loom and weave on it. 
Show the improvements made on the primitive methods and let 
the children see the working of the spinning-wheel and loom. 
Tell simple stories of inventions relative to cloth-manufacture. 
Visit Field Museum. 

Study and Reference. — Morgan's Homes and Home-life. Reports of 
TJ. S. Bureau of Ethnology. Encyclopedias. Figuier's Primitive 
Man. Stories of Industries by E. E. Hale. 

Drawing. — Illustration of processes in cloth-manufacture, especially 
in the primitive state. 

Painting. — ^Pictures of cotton-plant, silk-worm, and primitive cos- 
tumes. 

Oral Reading. — Reading lessons on costume and on the history of 
some of the inventions. 

Poem. — Little Indian, Sioux or Crow, Stevenson. 

Song. — Spring songs. 



138 COURSE OF STUDY 



Third Grade. 



Literature. — Stories of Thor and the Frost Giants. 

Materials and A pparatus. — Pictures from historical cabinet. Black- 
board drawings. 

Directions for the Teacher. — Read Longfellow's Challenge of Thor 
to the children. Let the children express their idea of Thor's 
appearance by drawing or painting. Show them other pictures. 
Lead them to interpret the myth. Tell the story of Thor and 
Skrymer as vividly as possible. Lead the children to interpret 
the story. The children may read the same story in Pratt's 
Stories of Norseland, using thought analysis when necessary. 
Reading of other stories from Stories of Norseland. Let the 
children show their appreciation of the meaning of the stories by 
blackboard drawing and other modes of expression. 

Study and Reference. — Anderson's Norse Mythology. Carlyle's 
Hero as a Divinity. 

Drawing. — Illustrations of stories. 

Painting. — Spring scenes from nature. 

Oral Reading. — Stories from Norseland, Mara Pratt. 

Poem. — The Challenge of Thor, Longfellow. 

Song. — The Sunbeams, Songs for Little Children, Part 11. 



pourtl) Grade. 



History. — Continuation of the study of Greek art. 

Literature.— Stories of Apollo: Delos ; the Python ; Daphne ; The 

Shepherd of King Admetus. Longfellow's poem, The Shepherd 

of King Admetus. 
Materials. — Photographs and casts from museum of the school. 



IN HISTORY AND LITERATURE. 139 

Directions for the Teacher. — Study the stories of Apollo from dif- 
ferent text-books on mythology and from the story-books written 
for children. Which stories do you find best adapted to the 
fourth grade and why? Read original versions of these stories in 
Ovid's Metamorphoses. Read also the drama of Alcestis by 
Euripides. What is the physical basis for these stories? What 
is their ethical significance? When you have answered these 
questions, write the stories as you think they should be told. 
After telling these stories, what expression do you expect from 
the children? Show photograph or cast of Apollo Belvedere. 
Use reading leesons from Baldwin's Old Greek Stories. Study 
especially methods of conducting reading lessons. 

Study and Reference. —Ovid's Metamorphoses. The Alcestis of 
Euripides. Text-books on mythology. Cox's Mythology of the 
Aryan Nations. 

Drawing. — Illustrations of literature. 

Painting. — Illustrations of literature. Spring scenes from nature. 

Oral Reading. — Apollo Stories from Baldwin's Old Greek Stories. 

Poem. — The Shepherd of King Admetus, Lowell. 

Song. — Spring songs. 



piftb Grade. 



History. — The story of the founding of the Dutch settlements in 
New York. 

Literature. — Rip Van Winkle; Sleepy Hollow, and some selections 
from Knickerbocker's History of New York; Hans Brinker. 

Materials and Apparatus. — Pictures and blackboard drawings. 

Directions for the Teacher. — Picture the life in Holland and give 
the children a simple account of the Dutch struggle for freedom. 
Describe the Hudson River and tell the story of Henry Hudson. 
Describe the region settled by the Dutch. Give the children a 
very complete idea of the manner of life led by the Dutch set- 
tlers and encourage comparison with the other colonies. 



140 COURSE OF STUDY 

Study and Reference. — Motley's Dutch Republic, Lodge's English 
Colonies, Robert's Civil Government in America. Old South 
Leaflets: The Dutch Declaration of Independence, 1581; Descrip- 
tion of New Netherlands, 1655. 

Drawing.— Illustrations of Geography. Architecture and scenes from 
colonial life. 

Painting.— Illustrations of Geography. 

Oral Reading.— The Culprit Fay, Joseph Rodman Drake. 



Sixth Grade. 



History.— Studyof the Revolutionary War. 

Literature. — The Declaration of Independence. Independence Bell. 

Materials and Apparatus. — Maps and pictures from historical cabinet. 

Directions for the Teacher. — Study the Declaration of Independ- 
ence. By maps and drawings, picture the situation in and 
around New York in 1776. By study of geography, trace the 
reasons for Washington's defence of Brooklyn Heights and the 
British attack. Study the map of New York City and of the 
waterway between New York City and Canada. Account for 
Burgoyne's invasion and for the movements it demanded; use 
molding and drawing. 

Study the region about Philadelphia in the same way. Show 
the relation of the events in the region of Philadelphia to those 
of Burgoyne's invasion. How large a part did geography play 
in these movements? Compare the important characters: Wash- 
ington, Charles Lee, Schuyler, Gates, and Arnold. Notice care- 
fully the results of Burgoyne's invasion. 

Study and Reference. — See hst for April. Creasy's Fifteen Decisive 
Battles of the World. 

Drawing.— Maps of Geograpical regions studied. 



SeveQth Grade. 



History.— The Civil War, continued. 

Literature.— Selections from The Commemoration Ode, Lowell. 



IN HISTORY AND LITERATURE. 141 

Materials and Apparatus. — Complete set of pictures from Harper's 
Weekly in historical cabinet. 

Directions for the Teacher. — Study in detail the three great events 
of '63: Gettysburg, Vicksburg, and Chattanooga. Make structure 
maps of these regions and lead pupils to reason from the structure 
of the country the plans of these engagements. Discuss the 
relative value of these events in relation to the progress of the 
war. Compare the plan of '64 with that pursued before. Trace 
Grant's movements through Virginia and compare with previous 
movements in the same region. Trace Sherman from Chattanooga 
to the sea and compare his strategy with that of Grant. Study 
again and more carefully Lincoln's Gettysburg Address and his 
Inaugural Addresses; • review his career as president. Read 
selections from Lowell's Commemoration Ode. Discuss the prin- 
ciple of arbitration as opposed to war. 

Study and Reference. — See references for April. 

Molding. — Geography of regions studied. 

Drawing. — Structure maps of Gettysburg, Vicksburg and Chattanooga, 
also of Virginia. 

Subject Reading. — Boys of '61, Coffin. Books of reference. 

Oral Reading. — Selections from poems of Ihe Civil War. 

Poem. — The Cumberland, Longfellow. 

Songs. — Tenting on the Old Camp Ground. Marching through 
Georgia. 



Eig^tl) Grade. 



History. — English and American History, continued. 

1. The Reform Bill of 1832. 

2. Abolition of slavery in England. 

3. History of the slavery question in America. 

4. Other reforms in England: The Corn Laws; Free Trade; Irish Land 
Acts. 

5. Sir Robert Peel, John Bright. Gladstone. 

6. Review of the history of protective tariff in America. 
Literature. — Sohrab and Rustum, Matthew Arnold. 

Materials and Apparatus. — Pictures from historical cabinet. 



142 COUKSE OF STUDY 

Directions for the Teacher. — Trace the effect of the American Revo- 
lution, upon parhamentary representation in England. Present 
arguments for and against Reform Bill of 1832 from original 
speeches. Let the children debate the question. Why was the 
second reform bill necessary? Compare abolition of slavery in 
England and America. Why peaceful in one case and through 
war in the other? Trace gradual change of feeling in America in 
regard to slavery. Why are reforms usually developed slowly? 
What are some of the characteristics of the reformer? Are there 
any reforms needed in our time? 

Study and Reference. — Epoch of Reform, Justin McCarthy, Epoch 
Series. First chapter of Fiske's Critical Period. Gladstone and 
his Contemporaries, Vol. I and II, Archer. Green's Longer 
History of England. Carlyle's Chartism. 

Drawing. — H'.ustrations of literature. 

Subject Reading. — Green's Short History. Text-books in American 
History. Reference books. 

Oral Reading. — Speeches from Archer's Gladstone. 

Poem.— Poems on Slavery, Longfellow: The Slave's Dream. 

Song. — A Psalm of Life, Eleanor Smith. 



IN HISTORY AND LITERATURE. 143 



Outline of Work in History and Literature. 

JUNE. 



First Grade. 

History. — Life of natives of a warm country — South America. 

Literature. — Story of Demeter and Persephone. The Sleeping 
Beauty. 

Materials and Apparatus. — Pictures and blackboard drawings. 

Directions for the Teacher. — Study the story of Persephone from 
Ovid's Metamorphoses, from Hawthorne's Pomegranate Seeds, 
and from other versions written for children. Paint the appear- 
ance of the landscape in winter and in spring. Read different 
versions of the fairy tale of the Sleeping Beauty, and compare 
them in value for the children. Study The Day Dream by Ten- 
nyson. Study related stories. Suggest art expression. 

Study and Reference.— Cox's Mythology of the Aryan Nations. 
Anderson's Norse My thology. 

Making. — Model of South American house. 

Molding. — Illustrations of history and literature. 

Painting. — Spring scenes from nature. 

Drawing. — Illustrations of literature. 

Oral Reading. — Blackboard sentences and printed slips. Selections 
from reading books. 

Poem. — Seven Times One, Jean Ingelow. 

Song. — Daisies Are Dancing, Songs for Little Children, Part II. 



Secood Grade. 



History. — Egypt : Appearance of country ; the pyramids ; the col- 
umns ; the Lotus ornament. 

Literature. — Egyptian story of Cinderella and the common version 
of same story compared. 

Materials and Apparatus.— Pictures from historical cabinet. 



144 COURSE OF STUDY 

Directions fob the Teacher. ^From pictures lead the children to 
contrast the appearance of Egypt with that of the desert. Rea- 
son as to cause of difference. Tell them of scarcity of rainfall. 
Action of river explained. Children decide as to occupations of 
people. Food products of the country. How the river compels 
various kinds of effort. From pictures of the pyramids, discuss 
methods of placing stone in building them, and simple architect- 
ural principles by which rooms and passages were constructed. 
Let children discover, by building, how roofs might be made 
and learn the uses of columns. Show pictures of temples and 
paintings of decoration. How the Greeks learned from the 
Egyptians shown. Lead the children to notice ornament of our 
own time. 

Study and Reference. — For geography, see Ancient History of the 
East, Smith, The Story of the Nations— Egypt, and History of 
Ancient Egyptian Art, Perrot and Chipiez. For the pyramids, 
see Story of the Nations — Egypt, Encyclopedia Britannica and A 
Thousand Miles up the Nile, Amelia Edwards. For other refer- 
ences, see Seventh Grade work. 

Making.— Models of portions of the pyramids and temples, with 
bricks, to show simple architectural principles. 

Drawing.— Blackboard illustrations of scenes in Egypt. 

Painting. — Lotus ornament. 



Tl)ird Grade. 



Literature.— stories of Apollo: Delos; The Shepherd of King Ad- 
metus; The Python; Daphne. 

Materials and Apparatus.— Photographs and pictures from the 
historical cabinet. Blackboard drawing. 

Directions for the Teacher.— Study the stories from Ovid's Meta- 
morphoses and from various versions written for children. Read 
Lowell's poem. The Shepherd of King Admetus. Write the 
stories as you think they should be told. Give your motive for 
telling them. Give your own interpretation of them and study 
the interpretation found in Cox's Mythology of the Aryan Na- 
tions. Find illustrations in classic art. Use Stories of Old Greece 
by Emina Firth for the children's reading lessons on these stor- 
ies. Study methods of conducting reading lessons. Indicate 
written and art expression. 



IN HISTORY AND LITERATURE, 145 

Study and Reference. — Ovid's Metamorphoses. Cox's Mythology 

of the Aryan Nations. Other text-books on mythology. 
Drawing. — Illustrations of literature. 
Painting. — Spring scenes. 
Oral Reading. — Stories of Old Greece, Firth. 
Poem. — The Finding of the Lyre, Lowell. 
Song. — God Sends the Bright Spring Sun, Eleanor Smith. 



Fourth Grade. 



History. — Continuation of the study of Greek art. 

Literature. — Hawthorne's Pomegranate Seeds. 

Materials and Apparatus. — Blackboard drawings. Photographs. 

Directions for the Teacher. — Study the story from Hawthorne's 
version. Read other versions written for children and compare 
them with Hawthorne's story. Read the story in Ovid. Should 
the story be told before it is read by the children? Study meth- 
ods of teaching reading, especially thought analysis. Paint a 
spring scene from nature and a winter scene from memory. 
What illustrations of the story can you find in classic art ? 

Study and Reference. — Text-books on mythology. Ovid's Meta- 
morphoses. 

Drawing. — Illustrations of literature. 

Painting. — Spring scenes. 

Oral Reading. — Hawthorne's Tanglewood Tales. 

Poem. — The White Man's Foot, from Hiawatha. 

Song. — The Daisies Are Dancing, Songs for Little Children, Part II. 



Fifth Grade. 



History. — Story of the founding of the Pennsylvania colony. 

Literature. — Tennyson's "The Revenge." Longfellow's "Eliza- 
beth." 

Materials and Apparatus. — Pictures to show court life in the time 
of Charles II. and James II. Pictures of Penn and of the Quaker 
costume. Illustrations of architecture in this colony. 



146 COURSE OF STUDY 

Directions for the Teacher. — Contrast the life proposed for Wil- 
liam Penn by his father, as follows: Tell the story of a naval bat- 
tle of this period; describe the life at court and show the friend- 
ship of Charles II. and the Duke of York for Admiral Penn; 
give the plan of Wm. Penn's education; describe the Quakers 
and Penn's conversion. Show fully the ideas of the Quakers as 
illustrated in their lives. Tell the story of Benjamin West and of 
Franklin. 

Study and Reference. — Early History of Philadelphia by Susan 
Coolidge. Fisher's Early History of Pennsylvania. 

Molding. — Sand-modeling of the region around Philadelphia. 

Painting. — Illustrations of history. 

Drawing. — Illustrations of history. 

Oral Reading. — Stories of Penn and Franklin from the Readers. 



Sixth Grade. 



History. — Study of the Revolutionary War: The War in the South. 

Literature. — Song of Marion's Men, Bryant. Yorktown, Whittier. 

Materials and Apparatus. — Maps and pictures from historical 
cabinet. 

Directions for the Teacher. — Study carefully the results of Bur- 
goyne's Invasion. Why was the movement of events compara- 
tively slow during the remainder of the war ? Study the geogra- 
phy of the southern states, the plan of the last part of the war 
and the effect of the geography on the carrying out of the plan. 
What advantage did the Bidtish fleet give them? Notice the use 
of the French fleet at Yorktown. Results of the war both in Eng- 
land and America. 

Study and Reference. — See list for April. 

Drawing. — Maps of regions studied. 

Painting. — Scenes illustrating the war. 

Oral Reading.— The Boys of '76, Coffin. 

Poem. — Nathan Hale, Finch. 

Song. — Hail Columbia. 



IN HISTORY AND LITERATUEE. 147 



Seventh Grade. 



History. — The period of reconstruction after the Civil War in the 
United States. 

Literature. — Suthin in a Pastoral Line, and last Poem from Biglow 
Papers. 

Materials and Apparatus. — Pictures and blackboard drawings. 

Directions for the Teacher. — Make the characters acting in this 
scene as life-like as possible. Let the opinions and actions of 
these people lead the pupils into discussions on the principal 
questions at issue. Give a clear picture of the conditions in the 
two sections of the country at the close of the war. Show the 
effect of the inventions and improvements made about this time. 

Study and Reference. — Mi-Pherson's Reconstruction. Blaine's 
Twenty Years in Congress. Sheldon-Barnes' History of the 
United States. Biographies of Lincoln and Grant. Taylor's De- 
struction and Reconstruction. Division and Reunion, by Wood- 
row Wilson. The Political History of the United States, Gold- 
win Smith. 

Drawing. — Maps. 

Painting. — Scenes in the South and in Alaska. 

Oral Reading. — Extracts from Lincoln's letters and speeches. 

Poem. — When the Green Gits in the Trees, Riley. 

Song. — Hunting Song, Veazee. 



Eigl)tF) Grade. 



History. — Period of Reconstruction following the Civil War. Lead- 
ing political questions since the war. 
Literature. — The Vision of Sir Launfal, Lowell. 

Materials and Apparatus. — Maps to show prevalence of opinions 
according to section. 



148 COURSE OF STUDY 

Directions for the Teacher. — Taking the last poem of the Biglow 
Papers as a basis, review the period following the Civil War. 
Encourage discussion and free expression of opinion. Deal with 
the Tariff question and other modern political questions by pre- 
senting subjects for discussion and then searching for the history 
of these questions as the discussion demands the facts to establish 
the stand taken by the pupils. 

Study and Reference. — McPherson's Reconstruction. Blaine's 
Twenty Years in Congress. Brice's American Commonwealth. 
Tausaig's History of the Tariff. 

Painting. — Scenes illustrating different modes of life in different sec- 
tions of the United States. 

Drawing. — Illustrations of history. 

Poem. — Lowell's Rhoecus. 

Song. — Summer Suns Are Glowing, Readegger, School Hymnary. 



IN HISTORY AND LITERATURE. 149 



Methods of Teaching History. 



An aroused public conscience in regard to the state of society is 
one of the most encouraging signs of the times. That we are respon- 
sible for one another, industrially and morally is gradually, if slowly, 
permeating the popular thought. It is evident not only in the 
abundance of works on sociology, but in our lighter literature and in 
the art of our time. The monthly magazine and the picture gallery 
force it upon the attention of even the most indifferent. 

This growing sensitiveness shows itself especially in a new interest 
in education. The methods of the past are being weighed in the 
balance by the people themselves, and, as they are found deficient in 
affecting the social welfare, reform is demanded. The teacher hears 
the cry of the people and finds it reinforced by his own study of the 
laws of mind growth. Through a psychology which finds unity in 
the soul rather than independent powers of intellect and will, he is 
learning to regard his work less and less from the material standpoint, 
and more and more from the spiritual. Naturally, there is much 
discussion of the ethical value of the subjects of study. Natural 
science and history are judged by their influence upon the develop- 
ment of character, and if either fails to stand the test, it is shifted 
from a principal to a subordinateSplace. The weight of opinion in- 
clines toward history as the more important, on the ground of its 
revelation of a moral order in the universe. If the law which de- 
termines our position in the scheme of. creation were learned wholly 
through a study of our relations to society, we might accept the creed 
of the majority as the last word in our plan of work. But as our 
place in the universe is ascertained by the study of our relations to 
nature as well as to man, we may still seek for an adjustment of 
studies that shall make each helpful according to its own nature in 
character growth. 

Perhaps the solution of the problem lies not in the subordination 
of either one to the other, but in a common starting point. The pur- 
po?e of all study is to help immediate action. It is not in past con- 
ditions that the greatest interest lies, but in present personal ex- 
periences. 



150 COURSE OF STUDY 

The voice of the past modifies the life of the present, or it has no 
message for us. The community life of today is the basis of history, 
as the physical environment is the basis of science. The needs and 
the duties of the present are the only guide in arranging and combin- 
ing these subjects. 

Present interests center about the home, the school and the com- 
munity, and find expression in work. In this work, material is used 
gathered from the physical environment. The study of the material 
or of the laws by which it may be utilized in invention gives us 
natural science lessons. The study of the usefulness of the invention 
to mankind in the present and the changed conditions of the race in 
the past as a result of improvement in invention gives us history les- 
sons. Social institutions as they are necessarily brought to the at- 
tention of the children demand explanation, and literature and art are 
needed to give clearness and reality to the life of the past. Thus 
history as well as science grows out of the child's action. In history, 
noless than in science, good teaching is impossil le unless it begins 
with the present. History is the explanation of the social life of to- 
day. It takes institutions which are complex and difficult to under- 
stand and traces them from simple forms, throwing a search light 
upon their whole course through the ages, which reveals their wealth 
of meaning. To be effective, our work must always find its starting 
point and outcome in some demand for action. 

It is a superstition to suppose that any amount of knowledge of 
Greece, Rome or the Middle Ages has in itself the power to gude and 
control individual action. The great questions of today can be settled 
satisfactorily only by those who have learned to interpret their own 
feelings, their own relations, their own duties, and to act in harmony 
with conviction. But history is not thereby rendered less valuable. 
While the old study of history as a record of events of the past gave 
us pleasure from our intense enjoyment of all the varying scenes of 
life, the view of it as the explanation of present conditions gives it a 
new importance, a real necessity. We cannot understand ourselves 
without it. We cannot act well our part in our little life of today 
without seeing ourselves in action in the greater life of all the historic 
centuries. 

If we accept the proposition that all our history must be grounded 
in the present needs and interests of our pupils, we may draw freely 
from any part of the past to help the child at any age. We are not 
obliged to follow the logic of events and arrange them according to 
their occurrence in time. Whatever we need, we may use. Methods 



IN HISTORY AND LITERATURE, 151 

of skill in industry or art, action according to principle, and deeds of 
heroism need not be omitted from any grade of work because they 
did not occur in our own country or in the particular country which 
we introduce as the study for that grade. We need only ask, Do 
these pupils need this particular truth at this time? Does it illustrate 
or expand the thought on which their minds are now intent? Their 
power to receive and assimilate the new truth is not dependent neces- 
sarily upon some related fact in the subject, but upon its usefulness 
in their work or in their thought. It is wonderful how readily we 
ourselves keep what we can use in any practical way and how much 
we throw away that is unrelated to our immediate needs. Are our 
pupils drawing a decorative design for some useful purpose, history 
lessons may better explain certain ofthe designs of other nations, even 
of old Egypt or far off Japan, than attempt to turn the attention of 
the children to subjects of American history entirely disassociated 
from the drawing. Are they interested in irrigation, in dykes and 
canals, better let them learn of Holland with its wonderful story of 
the siege of Leyden or, if younger, "The Boy at the Dyke," than to 
chain them by chronology to facts otherwise important but not im- 
mediately useful. Why should we wait until we are ready to give 
the entire history of England before we teach anything of the Age of 
Chivalry? The study of that age pictures for us by contrast our un- 
fortified homes protected by the strong arm of the government 
under which we live in peace. It shows us the true gentleman like 
the medieval knight in gentleness, courtesy and heroism, but a vivid 
contrast in obedience to law and breadth of sympathy. It explains 
the origin of many of our customs and the spirit of our early struggle 
as a nation for independence. It interprets the experience of the 
average boy and girl of the grammar grades and helps them to over- 
come their lawless moods, to cultivate noble and gentle traits, and to 
appreciate home and country. 

It is unnecessary to draw any illustrations from Greek history, be- 
cause Greek art and literature have so won their way into modern 
life that pictures and stories from them are almost as common as 
those from our own time. When we use the beautiful stories of 
Greek literature, we hardly feel that they are separated from their 
place in the logic of events, so true are they to the art instincts of all 
time. 

If we are to draw freely from the treasures of the past, it may seem 
difficult to tell how far we should carry the work in any one subject 
in any given case. That can be determined only by careful consider- 



152 COUESE OF STUDY 

ation of the use we wish to make of the study. Just as far as the pupil 
needs to pursue the subject in order to assimilate it for present purposes, 
so far and no farther let him go. With advancing years he may dig 
deeper and deeper into this mine of historic treasures and find expla- 
nation of and direction for the new impulses and enthusiasms of 
his own being. 

No matter how long we consider it best to study the history of 
any one nation or age, the chronological may not be the best order of 
topics. Interest is greatest in a nation at its best, that is, at the time 
when it had the greatest skill in the industrial arts or produced its 
masterpieces in literature and art. Greece at the Age of Pericles 
siezes hold of the imagination as at no other time. Both in High 
School and Eighth Grade, J have tried beginning Greek history with 
the Age of Pericles. When the Acropolis, the Parthenon, the Elgin 
marbles, the drama, the stories of Pericles and Socrates have shown 
the order and harmony of Greek life, there is always a desire on the 
part of the pupils to know what the forces were that produced these 
qualities. We have then an interest in the development of the 
political institutions of the Greek people that we could not have in- 
duced by beginning, as our text books do, at the earliest events of 
their history and following the chronological order of topics. We 
have thought too much of the order of the subjects and too little of 
the interests of the child. I repeat that when we follow the child's 
sympathies in our teaching, we find that he assimilates material help- 
ful in his activities. It is the order of the child's action and not the 
order of the subject that must be our guide. 

If the facts of history must be translated into terms of the pupil's 
own experience in order to be of value, if the facts themselves have 
no particular power, then it is not by courses of study, however 
excellent, that we can hope to affect the child's life. It must be by 
the intelligent use that we make of our course of study. Being 
allowed to teach some portion of historic material in every grade, as 
we now are, we have the great advantage of scope enough .for our 
work. It becomes a question of our method of teaching whether the 
work shall have ethical value or not. In the first place, it is very 
difficult to get rid of the belief that facts in themselves are valuable, 
and the greatest hindrance to good work lies, it seems to me, in this 
old superstition. Teachers feel that they must get over ground, their 
pupils must be familiar with the leading topics of an entire nation's 
history or their ignorance of some important part will be disgraceful. 
Accordingly, as soon as the children have fairly begun to enjoy a 



IN HISTORY AND LITERATURE. 153 

subject, they are rudely snatched away from it and hurried on to the 
next one laid down in the text book. Time spent in giving vivid 
pictures of the first subject would hinder their getting through the 
book, so there is never time to realize with any fulness the spirit of the 
past. In our rapid flight over the events, we forget that our pupils 
are gaining only facts and losing the one thing worthy of study, the 
interpretation of those facts. The translation of past life into terms 
of the present cannot be brought about without time to realize that 
past. We must bring to bear upon it literature, art, character study, 
everything that will help to give it reality. This cannot be done in 
a moment. Teachers must feel at liberty to take time to use all the 
suitable material that they can find related to the subject. They 
must not feel goaded on by any superior power. The good of the 
children only must be in their minds. If teachers feel that their 
pupils are to be tested on a certain amount gone over, they are pre- 
vented from doing genuine work. There is great danger that they 
will fix their attention upon the mechanical results of their work 
rather than upon thespiritual side of its significance. I believe that 
the supervision of history lessons requires the sympathetic attention 
of the supervisor to the spirit of the teaching, instead of any examin- 
ation of the facts held in memory. History should appeal to the 
feelings and cause reflection. Acquisition of knowledge is a pre- 
"requisite to these ends, but valueless otherwise. To do genuine work 
in this subject, then, the teacher must have freedom, a freedom en- 
couraged by sympathetic criticism, and appreciation of results that 
are not apparent on the surface and cannot be shown on paper or by 
glib recitation. 

A complete test of the study requires attention to many kinds of 
expression. We are just beginning to realize in our schools what 
expression means. In the past we have been satisfied with what we 
called thought, and have separated thought from action. Now we 
know that the two are inseparable. To have the best thinking, we 
must allow that thinking its natural outlet. The psychology of our 
time proves to us that all thought tends to produce action, and action 
checked limits thought. Our educational methods must shape them- 
selves according to this law of psychology and suffer revolution there- 
by. Restrain expression in school and you produce correspondingly 
weak thought. The pent up energies of the child find vent in the more 
vigorous outside life. While we make a feeble eff'ort to interest him 
in the dead past and think him dull and spiritless, perhaps it is the 
imprsssions of the street that are really shaping his destinies. 



154 COURSE OF STUDY 

Much has already been done to help the teachers to group their 
work about important centers and omit unimportant details, to read 
topics as wholes, to read history as they would story, thoughtfully 
and with interest. This is all good, but is it enough? However good 
the books selected, they are all brief, they all give summaries of the 
events of the past instead of filling that past with reality. If we are 
to follow the law which compels thought expression, then to secure 
expression of the life of an age, we must vivify that life, reproduce it 
by pictures, stories and original material as far as possible. History 
lessons must involve not merely reading the text, however intel- 
ligently, but introduction of other related text, study of geographical 
conditions, free discussion carried on as far as possible by the pupils, 
explanation by the teacher, outside reference work provided the 
pupils are mature enough, liberal use of photographs and other pic- 
tures, and of related literature. Perhtips the best outcome of the use 
of poor text books, has been to force the teacher from dependence 
upon any book, and compel oral description and illustration of a 
varied character. If the geographical relations of the subject only 
were vividly realized, improvement in results would be surprising. 
Geography connects science and history, and unifies the entire course. 
Without it, history has no abiding place, and soon fades away into / 
thin air. ^ 

When a vivid picture of any set of ideas has been gained by the 
pupil, as of the appearance of surrounding country or kind of .houses 
built, drawing is one of the best means of expression. By trying to 
externalize his own image in a drawing, he strengthens it and learns 
its poverty. He also gets an impulse to add to that image by 
renewed study. The free use of drawing in connection with the 
history lessons would do much to prevent an eflTort to remember 
half understood ideas. This implies a reconstruction of the course 
in drawing, It must find its basis in the demand of the child to 
express the vital interests of his school life. Blocks have no such 
vital interest in themselves. While the child is longing to give his 
impressions of nature and of human life, to compel him to copy 
geometric forms is to give him a stone instead of bread. It is to 
isolate form from thought. Teaching for technique alone produces 
not even the skill sought, much less power. The teachers of history 
need the help of the drawing teachers to free them from their lack 
of power to express themselves in such a way as to encourage full 
expression on the part of the children. Our drawing has stood by 
itself long enough. Let it help the child to complete his ideas in all 



IN HISTORY AND LITERATURE. 155 

the other subjects, and it will become a great power for good, uniting 
thought and action. When manual training becomes an essential 
part of our course of study, we shall have another aid to expression 
through making. 

The highest expression of history possible and the most difficult 
to observe and appreciate at its real worth is shown in the relation 
of the children to the community life of the school, the action of the 
pupils toward one another. The outcome of the study should be the 
pupil's recognition of his own place in the community, and his wil- 
lingness to fill that place. A growing sense of his own power to do 
certain definite kinds of work, and a regard for the general welfare, 
show that educative work in the true sense has been done. No 
other test is absolute, no other takes the whole nature of the child 
into account. This is final. But, in order to apply it, the teacher 
must know the problem of education in itsUarger features, and must 
be influenced by its spiritual significance. 

While the separation of history from art and manual training 
works great injury to the subject, its isolation from literature is a 
second great mistake. There is a prevalent doctrine that the study 
of literature produces culture, that, when we arrive at years of 
maturity, we ought to know the stories that have come down from 
the ancients, and to have read the best books of all the ages. Greek 
mythology is, I believe, usually taught because it is thought that 
cultivated people recognize allusions to the myths, and teachers wish 
their pupils to belong to the class of the cultivated. I do not believe 
that literature, in and of itself, has any more than history a special 
virtue, and however valuable aquaintance with ideas commonly 
known may be, the great ends of the study of literature are not 
gained by the culture motive. Literature related to the experience 
of a person enlarges that experience, interprets it and so induces 
w^der living. Outside of that relation it has little bearing upon the 
formation of character. Its place is in connection with some action 
which is being performed, and in which the science and the history 
both have their starting point. When the pupil has need of it, it 
becomes a part of his own thinking, some other thinker helping him 
to deeper insight than he could otherwise gain, but in the same 
direction in which his thought is started. Without the impulse of his 
own thought, it would probably fall upon the stony ground that pro- 
duces little grain. The story from history or mythology that gives an 
experience of life which the child has never felt, may do actual 
harm instead of good.. Teachers say that these are the stories that 



156 COURSE OF STUDY 

every cultivated person knows. The pupil will hear about them or 
come across them in his later reading. He will then need them 
But why should we use the time of our pupils preparing them for 
something that they may need years hence? Have we not enough 
to do to guide them through the spiritual conflicts of their present 
lives? Surely they have immediate temptations from which they 
need to be saved, and they have present duties in the performance 
of which they need guidance. The safety of the future lies in the 
right action of the present. To give them what they need to-day 
requires more than all our time and the greatest care in selection. 
Much of the harm of the teaching of mythology as it is done today 
comes from the violation of this principle. Teachers do not study the 
experiences of their pupils' and adapt the stories to those experiences, 
but they presume that one story is as good as another, provided it is 
to be found among the supposedly beautiful Greek myths. Beauti- 
ful those myths are, for they come from a people who loved nature 
intensely and lived close to nature, and from a people who expressed 
themselves freely in wonderful art forms. But, when we give an 
experience only suited for the mature mind to the little child, we rob 
it of all its beauty and make it a source of deformity. When the 
child is himself attracted toward any beautiful object in nature, and 
we tell him a story that expresses the way people long ago saw 
and felt that beauty, the story has value for him. When he 
appreciates the need of cultivating his own physical strength and 
using it, and we tell him of Hercules, the strong one among the 
Greeks, who "held his life out on his hand for any man to take," 
and deemed the joy of service the greatest joy, the story can hardly 
fail to do its legitimate work. But intrigue, fickleness and deception 
should never be allowed as motives for the story, no matter from 
what literature derived. If we select on the principle of the child's 
needs and not on that of future culture, we cannot fall into error. 

History, taught from the standpoint of present needs, helps the 
child to realize himself in his highest action. It teaches him to find 
the eternal in himself and to submit himself to eternal law. It frees 
the soul and makes it ready for its place in the community life. 
Why are we so willing to let the world suffer while we live in com- 
parative ease? Because we have not fully learned our place in the 
universe, our relation to the whole of humanity. Let the education 
of the children of to-day follow the lines of action in connection with 
thought, let it foster minds open to conviction and ready to act upon 
conviction, and we shall have a people whose sympathies will make 
them indeed a free people. 



IN HISTORY AND LITERATURE. 157 



The Relation of History and Art. 



We hear much of the magic power of literature to transform the 
self of reahty, the sordid, commonplace self of actuality into the self 
of possibilities, the ideal character. Art also has its place, in the com- 
mon acceptation, as a means of developing the aesthetic sense. The 
importance of both literature and art seems to be very generally 
accepted and much thought is expended in making them effective 
aids to education. Yet literature and art are but partial expressions 
of the social life of past ages. It is history which involves the com- 
plete social product, and it includes literature and art as types or 
forms by which the race has left the record of its ideals. 

In the common view, history serves to teach the science of govern- 
ment, to train the prospective citizen to the proper exercise of his 
duties in the state. It is less widely understood as the study of all 
phases of society. If the outcome of education is to be the best pos- 
sible community life, then history, through which we explain the 
community life, becomes of the most vital importance. It is only 
through the interpretation of history that we can understand the arts 
and sciences, the institutions and ideals of our time, and, without such 
understanding, we are unfitted to act our part in the life about us, or 
to help to introduce new and higher ideals. 

Through history, we are able to analyze the life of our time. By 
means of it, we may isolate typical forms and trace them to their 
sources, and the farther back we reach into the beginnings of inven- 
tions, institutions and beliefs, the greater the light thrown upon the 
present. Primitive life was comparatively simple. The centuries 
which have rolled away since the dawn of civilization have intro- 
duced manifold complications into the science of living. It is no 
longer easy to choo&e our course of action. As the many-roomed 
house of the comfortable citizen of today requires for its construction 
a variety of tools and division of labor unknown to the builder of the 
mud-hut or wigwam of the barbarian, so questions of ethics perplex 
us all that never dawned upon our far-off ancestors. If we are to see 
clearly, and decide independently in these complications, it must be 



158 COURSE OF STUDY 

by the aid of the simplifying processes possible to history. It is not, 
therefore, a subject to be studied for a brief time to explain, perhaps, 
some one phase of our experience, as government, but it is a constant 
necessity that all phases of experience shuuld be related to it and 
interpreted by it. 

Many years of such education are needed to cultivate a habit of 
resolving conditions into their elements and give independence and 
impartiality of judgment. 

The formation of habits of thought and powers of action demands 
selection of material which bears upon the immediate action of 
pupils from the beginning. Otherwise study is a thing apart from 
life. It is a matter of school only, an artificial procedure to be gone 
through with, and not a necessary means to some course of action. 
For this reason, our starting-point must be the questions of our own 
age, the industrial and social problems which lie about us and are of 
especial interest to us. The reading of the present through the lan- 
guage of the past involves the use of such material illustrating any age 
as will give the feeling of acquaintance with the spirit of that age. It 
involves time to think as people have thought and repeat in imagin- 
ation their experiences. With the ambition of acquiring information, 
or even with the pleasure of tracing cause and effect, we might be 
satisfied to pass rapidly from age to age, skimming over the surface of 
things, and gaining a bird's eye view of humanity's story. But when 
our motive is that of building the youth into the man or woman with 
wisdom, which means character, we demand time to live with the 
people of the past and appreciate whatever they added to the sum of 
human excellence. With this motive in view, time is then the first 
requisite for an effective method. The short courses in history com- 
mon in our schools seem to me the greatest hindrance to successful 
work in this subject. On account of this limitation, the teacher must 
necessarily do mechanical work. Any effort to give the spirit of an 
age requires more time than is consistent with the short course. The 
result is that our pupils try to remember poorly digested facts, and 
their tastes, feelings and actions are very little influenced by their 
study. By such mechanical methods, the function of our work in 
history is lost, and precious time is wasted which might be given to 
other subjects pursued with better methods. 

The brief course seems to be a survival from the days when the 
information motive ruled supreme, and it was supposed that enough 
facts could be acquired in one year to serve as a foundation for gen- 
eral culture. As the old spirit has passed away, is it not possible to 



IN HISTORY AND LITEEATURE. 159 

rid ourselves of the skeleton and construct a living course which shall 
give each subject its legitimate opportunity for influence? There are 
always critical questions connected with our social life which espec- 
ially interest us. It is in the light of history that we read these ques- 
tions most clearly and get the most help in answering them. There 
is no year of our school life or of our later life in which we do not 
need to trace the evolution of some invention or political institution, 
or pressing social problem. History, then, in some form, should be- 
long to every year of the school course, and not to an occasional year 
only. If continuous, it might be taught by such methods as would 
render it especially valuable training for the student as well as power- 
ful in its influence over his actions. 

If some historical period is made a part of each year's work, and 
thus an opportunity is offered for the best methods of study, how is 
any phase of the past tf> be realized most fully? We must see the 
real thing and try to appreciate it. It is our endeavor to look at 
things as they actually were that will lead us to find the materials, 
the tools of our work. These are the remains of the past, what a 
generation has left of art products, of institutions and of literature. 
Through these sources we must search for the spirit of the time, and 
here we see how essential art is to the understanding of history. In 
every age man has left some memorial of himself in what he has 
made and what he has written, a body of material through which we 
must seek for the character of the spirit of the age. 

All study of history demands a careful reading of the record that 
man has left of himself in tools and buildings and in painting and 
sculpture. The products of the artisans and artists of a race are 
among the highest expressions of the thoughts of that race. An age 
may be measured by the work of its hands as well as by its language 
and literature. History is the record of man's energies as developed 
through the ages slowly working toward a more perfect state. To 
study history is to read this record. It is to make the building, the 
marble, the painting, as well as the word and the poem, yield their 
secret and reveal to us the spirit that produced them. 

Perhaps the best historical work of the past few years has been 
done in that prehistoric region, that "dawn before the day" which 
produced no written records. Only a short time ago, it was thought 
impossible to picture the life of man in these earlier ages. But as the 
pages of geology were read showing how the earth itself was fitted 
for the home of man, the new sciences of archeology and anthro- 
pology took up the work ,and gave us chapters of man's life far earlier 



160 COURSE OF STUDY 

than even the writing upon Babylonian brick or Egyptian stone. 
These priceless chapters have been given to us because historians 
looked to the rude and simple art expressions of a primitive world 
even traced on the bones and tusks of extinct animals. What is true 
of the time before man learned to keep a record of events, is true of 
all times. Sentiments and tastes, thoughts and aspirations are always 
expressed in artistic activity as well as in literary form. Our age 
needs an education which will bring to each individual the power to 
give expression to his inner being and so fill every phase of life with 
the joy of the artist. Such an education will not result from the 
study of one or two phases of history, as English and American, for 
two or three years. Many years are needed to cultivate a habit of 
tracing conditions to their" elements and give independence and im- 
partiality of judgment. 

It is commonly understood that literature and art belong to all 
stages of growth. The very young children have their stories and 
poems, and they draw and paint. History is considered to be for the 
maturer mind, the later stages of progress. But has not the little 
child his social life? He is forming habits at home and in the primary 
school by which his relations to his fellows are determined. From 
the kindergarten to the University, regard for the rights of others, 
ability to adapt one's self to conditions, and though tfulness concern- 
ing one's own duties, must be cultivated, and the neces.-ities of the 
present suggest the material for study. 

The purpose of all study is to help immediate action. It is not in 
past conditions that the greatest interest lies, but in present personal 
experiences. The experiences of the little children center about the 
home life and find expression in the work they like to do. In this 
work, material is used gathei'ed from the physical environment. The 
school should furnish the necessities for using this material in the 
same way that it was used by early people, and so the children may 
pass through, in a measure, the same experiences as the race, and gain 
from them the same development. Outside of school it is difl&cult to 
furnish these necessities. Everything is done for the child. His 
house is constructed for him, tools are furnished him without the 
need of his own invention, cooking is done for him, clothing is made 
for him. How can we give him the opportunity to use his own 
powers in construction and invention? It is the business of the school 
to meet this want. By giving the child material to use and guiding 
his inventive powers in sufficiently simple work, he repeats the build- 
ing, cooking, making of the past and goes through the same neces- 



IN HISTOEY AND LITERATURE. 161 

sities as forced the race growth. It seems apparent that the basis for 
the tearhing of history lies with the little children as with the mature 
stildent in the needs of the social life. It is not the past but the present 
that is our subject of study. To direct the interests of children in pres- 
ent life, in the conditions which they find surrounding them, is of far 
more importance than to acquaint them with conditions which have 
existed in the remote past. For centuries, we have been looking to 
the lessons of Greece and Rome to transform our youth into ideal 
citizens of a self-governing republic, only to find our own problems 
still very far from solution. We have missed the vital point, that 
present personal action is the key to the understanding and use of the 
lessons of bygone times. To enter into the life of all the ages is to 
widen our horizon by the experiences of thousands of people for 
thousands of years, but we can take from the past only what we carry 
to it modified and developed. Historical material is valuable in so 
far as it reflects ideas that have been realized in one's own living and 
no farther. As long as it is given without any relation to the recep- 
tive attitude of the learner, we cannot hope for valuable results. 
Action originates in present necessities and the function of history is to 
direct that action by throwing upon it the search -light of all the wealth 
of the historic centuries. Until our motive is transformed from con- 
tentment with the memory of what others have said and done, to the 
direction of immediate personal action, we may expect for all our 
efibrts a harvest of words unblessed by deeds, characters unsuited to 
the demands of an age of progress. 

It is only this change of motive that will show us the great neces- 
sity for historical training with the little children. The little child 
has his part to play in the home circle. He likes to build any kind 
of rude house with blocks, or sticks, or snow. He carries on the 
household industries of cooking, sewing, making. These things that 
he can do furnish the data from which he can understand how other 
people have lived and worked. To give him the history of a high 
stage of civilization would be folly. His own life is simple and he can 
be appealed to only by the simple phases of other human experiences. 
But these experiences he may make his own, and by so doing, the 
industries which give him shelter, food and clothing gain a signifi- 
cance otherwise impossible. 

Let children try to construct for themselves protection from the 
wind and storm, the sun and the cold, with the materials furnished 
by their own environment of forest or plain or city, and with 
such tools as they can command. All children like to build, but the 



162 COUESE OF STUDY 

building instinct is rarely utilized as a means of education. By the 
exercise of their own constructive ability, they learn something of 
the difficulties of the art which gives them a home, and the compli- 
cations of the builder's craft. They gain skill in the handling of 
tools and materials. They will then appreciate the eflForts of the 
savage or barbarian who digs himself a cave, or, with the rudest tools, 
and with the wood or clay or stone found most conveniently at 
hand, makes himself the wigwam or the mud hut, or the cliff- 
dwelling or the pueblo. Building then, such houses as primitive 
people have actually used, their appreciation of their own advantages 
and also their sympathy for the less favored people of the childhood 
of the world are cultivated, and so their lives are enriched and vivi- 
fied. 

The use of the tools of early man leads naturally to the question 
of the origin of these tools. Searching in nature's storehouse, children 
rediscover the rude tools and implements necessary to the simple 
architecture of that primitive time and for procuring food and making 
clothing. 

The life of Hiawatha in the wigwam, or of the Eskimo in his 
northern hut, or of our forefathers in the original Aryan home, is 
realized again in the activities of the little ones of nineteenth century 
civilization. The industrial arts by which the race lifted itself from 
age to age to higher and higher levels are the arts which aid the indi- 
vidual at every step of his progress. It is not the knowledge of any 
of these things that is the valuable product in the child's mind, but 
the gaining of the skill and power for which the life of the past is the 
stimulus. He becomes dimly conscious of the fact that the world is 
a continuous whole. The invention of pottery has been considered 
of such importance to the progress of mankind that it marks the stage 
of growth from savagery to barbarism. If the experiments of the little 
child in cooking lead him to see the disadvantages of the wooden and 
the stone dish, and to try the use of clay, and learn to model a jar 
like the first products of the race in pottery, has he not taken a long 
stride in his own development? When we give him the same oppor- 
tunity that the necessities of life gave the race to try his crude product 
and gradually improve it in form and durability, learn to harden it in 
the fire and make it beautiful in shape and d coration, it seems safe 
to believe that he has gained more real insight into the arts of our 
own time than he could by the learning of many words. If the im- 
perfect product of his own hands leads him to take delight in cup or 
plate set before him in his home, is not the power of appreciation a 



IN HISTORY AND LITERATURE. 163 

thing you would prize? The aesthetic feeling must he gained by his 
own use of material and not by knowledge of what others have done. 
Let the child try to create fire with flint stones or by rubbing two 
sticks together, let him learn of the industries by which fire has been 
produced and utilized, and the warmth of the fireside hearth will 
assume a new importance and the comforts of our modern life a new 
significance. 

To give the primitive home completeness, its inmates must be 
clothed in garments of skin which children can readily decide as a 
material at first obtainable. Then the necessity for cloth arises, and 
the process of weaving must be introduced. The making of the loom 
and learning to weave are within easy limits of manual training. 
Surely no interest of childhood is a more prominent one than that of 
playing with dolls, dressing them and making clothing for them. 
Sewing becomes a necessity here, and why is it not as useful to the 
individual child of to-day as it has been to the entire human family 
of the past? 

There appears to be no lack of material for early history lessons 
and no barrier between history and art. If the same necessities for 
expression are given to the children that nature furnished to the 
childhood of the race, the skill and power in construction and embel- 
lishment that the race secured will be the natural outcome of each 
child's education. Living the life of the past will mean doing what 
people of the past did, and so entering into our inheritance of artistic 
ability and appreciation. All have a right to delight in a growing 
conception of the beautiful, and by a new ideal of education all may 
come into their own. 

At first, art expression in the individual, as in the race, must 
necessarily be crude. Any attempt at a finished product would be to 
impose something from the outside and prevent free development 
from within. But gradually the natural powers educated by study of 
material in science are refined by the understanding of the use to 
which this material has been put by society, and the beautiful prod- 
ucts of civilization are the result. 

To study history, then, is to study art. One is impossible without 
the other. To realize the life of primitive man is to enter into his 
thoughts, to do his work, to appreciate his difiiculties and to triumph 
as he triumphed over circumstances of environment and inheritance. 
This knowledge of the life of the race gives a basis for an intelligent 
sympathy with mankind. 

As necessity compelled improvement in the arts of the race, so the 
same necessity appreciated by the child will compel his growth in 



164 COURSE OF STUDY 

artistic skill. Shepherd life makes such demands upon invention as 
the hunter never knew, and agriculture still further tests the ingenuity. 
Here the garden work so useful in natural science training, becomes 
the basis for the understanding of the origin of the processes of plough- 
ing, sowing the seed and reaping the harvest. Now that thousands 
of laborers upon the soil contribute daily to our abundant supply, it 
gives a wide perspective to the groaning tables from which we 
thoughtlessly select our food to consider the invention of that wonder- 
ful implement, the plough. No wonder that the Indians called the 
maize, Mondamin, the friend of man, and looked upon its discovery 
as of no less cost than the mortal struggle of their great hero, 
Hiawatha. 

Food, we may be sure, occupied a large share of attention in the 
life of our far off ancestors. By improved methods of obtaining it, 
tools, house life and all the arts were improved. The use of artificial 
instead of natural food distinguishes the barbarian from the savage, 
and agriculture led directly to civilization. In the study of the means 
by which food has been obtained through all the ages, science, 
geography and history meet. Expression of the life of the hunter, 
the shepherd, the farmer and the trader requires the use of many 
forms of art and must, if at all adequate, develop manifold skill. It is 
diflXcult to understand the use of literature and art in education with- 
out reference to history. It is the child who has tried to produce fire 
with primitive materials that can best appreciate what Prometheus 
meant to the Greeks, and how they loved to tell of his martyr woes 
in their behalf. When Hiawatha's life in the forest by the Big Sea 
Water has been realized through building the wigwam, making the 
canoe, and using the stone tools with which all his work must be 
accomplished, the stories of his sailing, fishing and fasting have a 
force which makes them valuable. Otherwise they serve merely to 
entertain an idle moment a,nd make no lasting impression. Literature 
should be related to experience, and individual experience is en- 
riched and clarified by the understanding of the social uses to which 
it is related. 

The natural tendency to express the life of an age given its free 
play makes art a necessity. Through it, the constructive ability is 
developed, and crude results are gradually modified until ideas of fit- 
ness and beauty in design and decoration become apparent. It is the 
effort to produce objects useful for ourselve-, broadened and deepened 
by the efforts of all the past in the same direction that will give true 
artistic training. Any art which does not have its roots both in per- 



IN HISTORY AND LITERATURE. 165 

sonal need and in the past needs of society will fail of producing the 
best results. It will be imposed from without instead of growth from 
within. 

Insight into the simple conditions of primitive life fits the 
children to appreciate the beginnings of civilization. They may in 
imagination follow a people into a river valley, separated by moun- 
tains, deserts or seas from those who would naturally be their enemies 
and drive them away. There, in a place secure from invasion, the 
fertile soil will tempt to the pursuit of agriculture, and settled life 
will lead to the arts of peace. Such a region is that of the Nile where 
the s one for .building gives opportunity for the discovery of new 
principles in forms of architecture and advanced uses for sculpture 
and painting. The vast piles of stone are the experiments of an early 
civilization to express size and power and durability, but their crude 
builders wasted masses of material without producing anything 
beautiful. By studying these constructions, we learn the simplest 
principles of roofing in stone, the false arch and the relieving gable, 
and are naturally impressed with the want of economy in the use of 
stone. 

Turn to the temples of Egypt, and a wonderful change has marked 
the builders' art. Columns greet us on every hand. Forests of them 
lend themselves to vast rooms and wide spaces, needing little material 
as compared with that employed to construct the King's Chamber in 
the heart of Cheops. Beauty, too, marks every step of advance. 
Brilliant color covers every surface. The lotus blooms again on walls 
and pillars and those designs which are to influence all later historic 
ornament have started on their wonderful pilgrimage. Surely to one 
who has tried his own experiments with stone, to one who has made 
the effort to weave flower forms into suitable patterns to fill a definite 
space, these attempts of early builders must be full of meaning. The 
lotus study may train the eye to see in every walk through the streets 
of our city forms of ornament whose beauty has given inspiration to 
artists for thousands of years. 

The Iliad and Odyssey furnish an introduction to Greek life that 
makes the children at once at home in Ithaca, among the Phaeacians 
and 'in Troy. Interest in physical training aroused through the Phaea- 
cian games may be further developed by showing the serious use made 
of physical culture in the Spartan boy's education. His school was 
one almost entirely devoted to gymnastics and by such training he 
became the brave and willing savior of his country at Thermopylae. 
The wider culture of the Athenian boy in the two schools, one of 



1G6 COURSE OF STUDY 

gymnastics and one of music, shows in the service of his country 
at Marathon and Salamis and also in the Parthenon, which com- 
memorates those victories. 

Mediaeval life presents still another form of protection, artificial 
instead of geographical, made possible by the growth of the arts of 
defence in the architecture of the castle and the armor of the knight. 
In the study of this age, the need of protection by law must naiurally 
be forced upon the attention of the children and the analysis of the 
conditions of our own time may be introduced to them in contract. 
Up to this time we have not touched upon questions of government 
except incidentally. The children are, we believe, most interested 
in industrial conditions, and they take their own relations to their 
fellows for granted. Their discipline is the result of normal work 
and relations of service to each other in the school community. 
After five or six years of such work in school as enables them to 
realize conditions of people developing under a variety of circum- 
stances the inventions and arts of civilization, they begin to analyze 
the relations of people in the social world and their own relations in 
the school. Perhaps they form rules for the government of the 
school and elect officers for the execution of these rules. They will 
then appreciate the conditions of people who, having tried self-gov- 
ernment, were restrained from its exercise by their king, and so were 
willing to leave their country and venture the hardships of the New 
World. Let them trace the growth of the colonies under their dif- 
ferent geographical conditions, and the result of these conditions 
upon their industrial and social life. Let experiments in self-gov- 
ernment be appreciated through the formation of Town and County 
meetings in the school government, and discussion not only of school 
room questions, but also of the same questions that were discussed by 
the colonists. Trace the struggle to preserve self-government and 
the formation of the Union by the same methods of actual participa- 
tion in the formation of institutions and discussion of principles. 
Long previous training in seeing conditions and reaching conclusions 
in industrial affairs will make the evolution of government now a vital 
experience, not something to be remembered only. 

The ideal of the course of history that I have tried to outline is 
that of giving the individual the consciousness of his own powers and 
the habit of using these powers in the service of the whole. 



IN HISTORY AND LITERATURE. 167 



Books of Reference and Children's Reading 
Referred to in tlie Preceding Pages. 



Aesop: Fables from original source, by Thomas James, n. d. , Putnam. 

Fables, 1894. Ginn & Co. 
Allen, F. H. : Pizarro. D. Lothrop Co. 
American Commonwealths, Ed. by H. E. Scudder. Houghton. 

Barrows, William, Oregon. 

Browne, W. H., Maryland. 

Carr, Lucien, Missouri. 

Cooke, J. E., Virginia. 

Cooley, J. M., Michigan. 

Dunn, J. P., Jr., Indiana. 

Johnston, Alexander, Connecticut. 

King, Rufus, Ohio. 

Mason, E. G., IlUnois. 

Roberts, E. H., New York. 2 v. 

Robinson, R. E., Vermont. 

Royce, Josiah, California. 

Scott, A., New Jersey. 

Shaler, N. S., Kentucky. 

Spring, L. W., Kansas. 
American Statesmen, Ed. by J. T. Morse, Jr. Houghton. 

Adams, John. Morse, J. T., Jr. 

Adams, J. Q. Morse, J. T., Jr. 

Adams, Samuel. Hosmer, J. K. 

Benton, T. H. Roosevelt, Theodore. 

Calhoun, J. 0. Hoist, Herman, von. 

Clay, Henry. Schurz, Carl, 2 v. 

Franklin, Benjamin. Morse, J. T., Jr. 

Gallatin, Albert. Stevens, J. A. 

Hamilton, Alexander. Lodge, H. C. 

Jay, John. Pellew, W. G. 

Jefferoon, Thomas. Morse, J. T., Jr. 



168 



COURSE OF STUDY 



Gay, S. H. 
Magruder, A. B. 
Gilrnan, D. 0. 
Roosevelt, Theodore. 
Shepard, E. M. 
Lodge, H. C, 2 v. 
Lodge, H. C. 
Morse, J. T., 2 v. 
Lothrop, T. K. 
McLaughlin, A. C. 
Tyler, M. C. 
Adams, Henry. 
Sumner, W. G. 



Andrews, Jane: 



Arabian Nights. 
Archer, Thomas: 



A. T. Andreas. 



Madison, James. 
Marshall, John. 
Monroe, James. 
Morris, Gouverneur. 
Van Buren , Martin. 
Washington, George. 
Webster, Daniel. 
Lincoln, Abraham. 
Seward, William H 
Cass, Lewis. 
Henry, Patrick. 
Randolph, John. 
Jackson, Andrew. 
Anderson: Norse Mythology. Scott. 
Andreas, A. T. : History of Cook County. 1884. 
Each and All. 1897. Ginn. 
Seven Little Sisters. Ginn. 

Stories Mother Nature Told Her Children. Ginn. 
Ten Boys Who Lived on the Road From Long Ago 

to Now. Ginn. 
Riverside School Library. Houghton. 
Gladstone and His Contemporaries. McDonnell 
Bros. 
Arnold, Edwin: Light of Asia. Roberts. 
Arnold, Matthew: Sohrab and Rustum. Leach. 
Austin, Jane: Standish of Standish. Houghton. 
Azarias, Brother: (P. F. Mullany. )Early English Thoughts. Macniillan. 
Baldwin, James: Fairy Stories and Fables. Amer. Book Co. 

Fifty Famous Stories Retold. Amer. Book Co. 
Four Great Americans. Werner. 
Old Greek Stories. Amer. Book Co. 
Old Stories of the East. Amer. Book Co. 
Story of Roland. Scribner, 
Story of Siegfried. Scribner. 
Ballantyne, R. B.: (The) World of Ice. Nelson. 
Ballon: Aztec Land. Scribner. 
Bancroft, George: History of U. S. (1492-1789.) 1891-2. 6 v. 

Apple ton. 
Barnard, F. A.: Machinery and Processes of the Industrial Arts. 

Government Report. 1867. 
Bass, M. F. : Nature Studies. Animal Life. Heath. 



IN HISTOEY AND LITEEATURE. 169 

Nature Studies. Plant Life. Heath. 
Bauermeister, A.: Bilder aus dem Griechischen und Eomischen 

Altertum. R. Oldenbourg, Munich. 
Beebe: The First Year Nature Eeader. Werner Co. 
Biart, Lucien: The Aztecs. McClurg. 
Bigelow, Jacob: The Useful Arts. Harper, 

Blame, J. G.: Twenty Years of Congress. 1884-6. 2 v. BellPub. Co. • 
Blanchard, Eufus: Discovery and Conquest of the Northwest. 1880. 

Gushing, Thomas & Co- 
Bradford, William: History of Plymouth Plantation. Maynard. 

Historical Classic Eeadings. 12 cents. 
Brinton, D. G. : Aboriginal America. D. G. Brinton, Philadelphia. 
Brooks, Dorothy: Stories of the Red Children. Educational Pub- 
lishing Co. 
Browne, Francis: Bugle Echoes; or Poems of the Civil War. Fords, 

H. and H. 
Brown, Alexander: The Genesis of the United States. Being a 
Series of Historical Manuscripts Collected and 
Edited by Houghton, MiflSin & Co. 
Bryoe, James: The American Commonwealth. 1893. Macmillan. 
Bulfinch, Thomas: Age of Chivalry. Lee. 

Age of Fable. 1881. Lee. 
Bunbury, E. H. : History of Ancient Geography. 1883. 2 v. Mur- 
ray. 
Bunyan, John: Pilgrim's Progress. Riverside School Library. 

Houghton. 
Burroughs, John: Birds and Bees. Riverside Literature Series. IS 
cents. Houghton. 
Sharp Eyes and Other Papers. Riverside Litera- 
/ ture Series. 15 cents. Houghton. 

Burt, M. E.: World's Literature. Albert, Scott & Co. 

Literary Landmarks. Houghton. 
Butterworth, B.: The Growth of Industrial Arts. 1892. Govern- 
ment Report. 
Butterworth, Hezekiah: History of Boston. Estes & Lauriat. 
Caldwell, H. W.: American History Studies. The Founding of the 
Colonies. Selections made from the sources. J. 
H. Miller, Lincoln, Nebraska. Single copy, 5 
cents. 
Callicott, M.: Little Arthur's History of England. Crowell. 
Campaigns of the Civil War. Scribner. 



V. 


1. 


V. 


2. 


V. 


3. 


V. 


4. 


V. 


5. 


y. 


6. 


V. 


7. 


V. 


8. 


V. 


9. 


V. 


10. 


V. 


11. 


V. 


12. 



170 COURSE OF STUDY 

Nicolay, J. G.: Outbreak of Rebellion. 
Force, Gen. M. F.: From Fort Henry to Corinth. 
Webb, A. S.: Peninsula; McClellan'e Campaign of 1862. 
Ropes, J. C: Army Under Pope. 
Palfrey, F. W. : Antietam and Fredericksburg. 
Double lay, Abner: Chancellorsville and Gettysburg. 
Cist, H. M.: Army of the Cumberland. 
Greene, F. V. : The Mississippi. 
Cox, J. D.: Atlanta. 

Cox, J. D.: March to the Sea; Franklin and Nashville. 
Pond, G. E.: Shenandoah Valley in 1864. 
Humphreys, A. A.: Virginia Campaign of '64 and '65. 
V. 13. Phisterer, Frederick: Statistical Record of the Armies of 
the United States. 
Carlyle, Thomas: Heroes and Hero Worship. 1872. Chapman and 
Hall, London. 
Chartism. Chapman. 
Carroll, Lewis: Alice in Wonderland. Macmillan. 
Catherwood, M. H.: Story of Tonty. 1S90. McClurg. 

Romance of Dollard. Century. 
Catlin, Geo.: North American Indians. Geo. Catlin, London. 
Chambers, R.: Book of Days. 2 v. 1891. Lippincott. 
Channing, Edward, and Hart: Guide to the Study of History. Ginn. 
Chaplin, F. P., and Humphrey. Mrs. F. A.: Little Folks of Oiher 

Lands. 1882. Lothrop. 
Charles, Mrs. E. R.: Victory of the Vanquished. 1870. Dodd. 
Chase, A. and Clow, E.: Stories of Industry. 1891. Educ. Pub. Co. 
Church, A. J.: Story of the Iliad. Macmillan. 

Story of the Odyssey. Macmillan. 
Stories of the Old World. Ginn. 
Clarke, J. F. : Ten Great Religions. 1893. 2 v. Houghton. 
Cleveland: Antiquities. 1831. Lippincott. (Out of print. ) 
Clipiez and Perrot: History of Ancient Egyptian Art. 1883. Chap- 
man. (Out of print. ) 2 v. 
Clodd, Edward: Birth and Growth of the Myth, Humboldt Library. 
Nos. 49-59. Humboldt Pub. Co. 
(The) Childhood of Religions. Humboldt Library. 

Nos. 37-48. Humboldt Pub. Co. 
(The) Childhood of the World. No. 60. Hum- 
boldt Library, Humboldt Pub. Co. 
Coffin, C. C. : The Building of the Nation. 1882. Harper. 



IN HISTORY AND LITERATURE. 171 

The Drumbeat of the Nation. 1888. Harper. 
Freedom Triumphant. 1891. Harper. 
Marching to Victory. 1880. Harper. 
Old Times in the Colonies. 1880. Harper. 
Redeeming the Republic. 1889. Harper. 
Coleridge, S. T. : . The Ancient Mariner. 1897. Classics, No. 40.— 

Educ. Pub. Co. 
Compayre, Gabriel: History of Pedagogy. 1892. Heath. 
Cook, A. S.: Story of Ulysses. 1897. Public School Pub. Co. 
Cooke, F. J.: Nature Myths and Stories. 1895. Flanagan. 
Coolidge, S. C: Early History of Philadelphia. 1887. Roberts. 
Confucius & Mencius: Chinese Classics Trans., by James Legge. 

1885. Alden. 
Cooper, J. F.: The Last of the Mohicans. Houghton. 

The Leather Stocking Tales. 5 vols. Houghton. 
The Pilot. Houghton. 
Lionel Lincoln. Houghton. 
The Spy. Houghton. 
Coues: Lewis and Clarke's Expedition. Harper 
Coulanges, Fustel de: Ancient City, 1889. Lee and Shepard. 
Cox, G. W.: Manual of Mythology. 1868. Holt. 

Mythology of the Aryan Nations. 1887. Paul. 
Creasy, E. S. : English Constitution. Bently. London. Appleton. 
Creasy, E. S. : The Fifteen Decisive Battles of the World. Hurst. 
Davidson: Aristotle and Ancient Educational Ideas. 1892. Scribner. 
Davis, Anna Chase: Story of Ulysses for Youngest Readers. Edu- 
cational Pub. Co. 
Davis, Jefferson: Autobiography. Century. 

De Foe, Daniel: Robinson Crusoe. Houghton. Riverside School 
Library. 
Young Folk's Robinson Crusoe, Ed. by "W. T. Adam. 

1892. Lee. 
Robinson Crusoe, by L. B. McMurry. M. H. 
Husted. Ed. 6, 1898. Public School Pub. Co. 
De Garmo, Charles: Tales of Troy from C. Witt. 1891. Public 
School Pub. Co. 
Fairy Tales. Houghton. 
Dickens, Charles: History of England. Houghton. 
Dodge, M. M. : Hans Brinker; or ,The Silver Skates. 1892. Scribner. 
Dodge, N. T.: Stories of American History for Children. 1880. Lee 
& Shepard. 



172 COURSE OF STUDY 

Dole, C. F.: (The) American Citizen. Heath. 
Doyle, J. A. : English Colonies in America. 1889. 3 v. Holt. 
Drake, S. A. Indian History for Young Folks. 1884. Harper. 
Making of the Great West. 1887. Scribner. 
Making of New England. 1891. Scribner. 
New England Legendsand Folk Lore. 1884. Roberts. 
Draper, J. W. : History of the American Civil War. 1867-70. 3 v. 
Harper. 
History of the Intellectual Development of Europe. 
1876. 2v. Harper, 
Duruy, Victor: History of Greece. Estes. 10 v. 
Da Chaillu, P. B.: Land of the Midnight Sun. 2 v. 1881. Harper. 
Dwight.: Mythology. , Barnes. 
Earle, Alice Morse: Costume of Colonial Times. Scribner. 

Customs and Fashions in Old New England. 

Scribner. 
Sabbath in Puritan New England. Scribner. 
Colonial Days in Old New York. Scribner. 
Ebers, George: Uarda. 1890. 2 v. Appleton. 
Edwards, Amelia: Paraohs, Fellahs, and Explorers, 1892. Harj^er. 

A Thousand Miles Up the Nile, Page. 
Eggleston, Edward: The Beginning of a Nation. Appleton. 

First Bouk in American History. 188:^. Amer- 
ican Book Co. 
Captain Sam. Putnam. 
The Graysons. Century. 
Montezuma. Dodd, Mead & Co. 
Pocahontas and Powhatan. Dodd, Mead & Co. 
Signal Boys. Putnam . 

Stories of American Life and Adventures. Amer- 
ican Book Co. 
Stories of Great Americans for Little Americans. 
American Book Co. 
Eliot, Samuel: Poetry for Children. 1879. Houghton. 
Ellis, G. E.: The Red Man and the White Man in North America. 

1882. Little. 
Emerton, Ephraim: Introduction to the Middle Ages. Ginn. 
Epochs of American History. Longman. 3 vols. 
Thwaites, R. G. : The Colonies. 1891, 
Hart, A. B.: Formation of the Union. 1892. 
Wilson, "Woodrow: Division and Reunion. 1893. 



IN HISTORY AND LITERATURE. 173 

Epochs of Modern History: Edited by E. E. Morris and others. 
Longman. 

Church, R. W": Beginning of the Middle Ages. 

Cox, Sir G. W.: Crusades. 

Cre:ghton, Mandell: Age of Elizabeth. 

Gairdner, James: Houses of Lancaster and York. 

Gardiner, Mrs. B. M. : French Revolution. 

Gardiner, S. R.: Tliirty Years' War. 

Johnson, A. H.: N(>rmans in Europe. 

Longman, F. W. : Frederick the Great and the Seven Years' War. 

McCaithy, Justin: Epoch of Reform. 

Muberly, C. E. : Early Tudors. 

Morris, E. E.: Age of Anne. 

Morris, E. E. : Early Hanoverians. 

Seebohm, Frederick: Era of the Protestant Revolution. 

Stubbs, Williaui: Early Plantagenets. 
Fergus' Historical Series: Relating to Chicago and Illinois. 

1. Balestier, J. N. : Annals of Chicago. 

2. Fergus, Robert: Comp. Directory of the City of Chicago. 

1839. 

3. Canton, J. D.: The Last of the Illinois; and a Sketch of the 

Pottawatomies; Origin of the Prairies. 

4. Brown, W. H.: Early Movement in Illinois for the Legal- 

ization of Slavery. 

5. Biographical Sketches of Early Settlers of Chicago. 

6. Brown, W.H.: Biographical Sketches of Early Settlers. 

7. Wentworth, John: Early Chicago. 

8. Wentworth, John: Early Chicago. 

9. Brown, Henry: Present and Future Prospects of Chicago. 
Marshall, J. A.: Rise and Progress of Chicago. 
Martineau, Harriet: Chicago in 1836; Strange Early Days. 

10. Scammon, J. Y., Arnold, I. N., Hickling, William; Hub- 

bard, G. S., Beckwith, H. W.: Addresses Read before 
Chicago Historical Society; Sketches of John Kinzie. 

11. Hyde, J. H.: Early Medical Chicago. 

12. Illinois in the 18th Century — Kaskaskia and its Parish 

Records. 
Old Fort Charters. 
Col. John Todd's Record Book. 

13. Gillespie, Joseph: Recollections of Early Illinois and her 

Noted Men. 



174 COURSE OF STUDY 

14. Porter, Jeremiah: The Earliest Religious History of Chi- 

cago. 
Brown, W. H. : Early History of Illinois. 
Patterson, R. W. : Early Society in Southern Illiuois. 
Arnold, I. N. : Reminiscences of tne Illinois Bar Forty 

Years Ago. 
First Murder Trial in Iroquois County for First Murder in 

Cook County. 

15. Arnold, I. N. : Abraham Lincoln. 
Sheahan, J, W. : Stephen Arnold Douglas. 

16. Wentworth, John: Early Chicago — Fort Dearborn. 

17. Arnold, I. N. : Wm. B. Ogden (portrait) and Early Days in 

Chicago; -also, Sketches of Wm. B. Ogden. 

18. Fergus, Robert (comp.): Chicago River and Harbor Con- 

vention. 

19. Cleavei', Charles: Reminiscences of Early Chicago. 

20. Fenno, Charles: A Winter in the West. 

21. Fergus, Robert: John D^an Canton. 

22. Arnold, I. N, : Recollections of Early Chicago and the Illi- 

nois Bar. 

23. Conkling, J. C: Recollections of the Bench and Bar of 

Central Illinois. 
Hoyne, Thomas: The Lawyer as a Pioneer. 

24. Wentworth, John: Congressional Reminiscences. 

25. Norris, J. W. : Chicago Business Directory and Statistics 

for 1846. 

26. Harrison, W. H. : Aborigines of the Ohio Valley. 

Speei-hes Delivered in General Council 
at Ft. Wayne, Sept. 4, 1811. 

History, Manners and Customs of the 
Northwebtern Indians. 

27. Beckwith, H. W. : The Illinois and Indiana Indians. 
Fife, M. : Triumphs of Invention. Neison. 

Figuier, M.: Primitive Man. Cassell. 

Firth, E. M.: Stories of Old Greece. Heath. 

Fisher, M.: Early History of Penu'^ylvania. Lippincott. 

Fiske, John: American Political Ideas. 1885. Harper. 

(The) Americ n Revolution. 2 v. Houghton, 
(The) Beginnings of New England, 1893. H(jughton, 
Civil Government in the U. S. 1892. Houghton. 
Critical Period of American History. (1783-89.) 1892 
Houghton. 



IN HISTORY AND LITERATURE. 175 

Discovery of America. 1892-3. 2 v. Houghton. 
Myths and Myth-Makers. 1892, Houghton. 
Old Virginia and Her Neighbors. 1897. Houghton. 
War of Independence. 1892. Houghton. 
Irving, Washington; Washington and His Country. 
1897. Ginn. 
Ford, N. W.: Nature's Byways. 1897. Morse. 
Ford, Thomas: History of Illinois. 1854. Griggs. (Out of print.) 
Forestier, Auber: Echoes from Mist-Land. Griggs. 
Franklin, Benjamin: Autobiography. Riverside Literature Series. 

Houghton. 
Freeman, E. A. : History of the Norman Conquest. 1870-79. 6 v. 

Macmillan. (Out of print.) 
Frost: Indians of North America. Harper. 

Frothingham, Richard, Jr. : The Rise of the Republic of the XJ. S. 

[1643-1790.] 1890. Little. 
The Siege of Boston and the Battles of 
Lexington, Concord and Bunker Hill. 
1890. Little. 
Froude, J. A. : Life of Csesar. Scribner. 

Gardiner, Mrs. B. M. : The French Revolution. (Epoch series.) . 
Gardiner, Percy: Early Chapters in Greek History. 
Gardiner and Struve: History of Illinois. Springfield. 
Gardiner, S. R.: Student's History of England. 1892. Longmans. 
Garrison, William Lloyd: Life by his sons. 4 v. Century. 
Gautier, Leon: Chivalry. 1890. Routledge. 
Gay ley, CM.: Classic Myths. Ginn. 1893. 
Gibbon, Edward: The History of the Decline and Fall of the Roman 

Empire. 1862. 8 v. Little, Brown & Co. 
Gibson's School History of U. S. Flanagan. 
Giffin, W. M. : Civics for Young Americana. 1888. Lovell. 
Gildas: Cry of the Britons. Crowell. 
Goodrich, S. C. : Recollections of a Lifetime. 2 v. 1856. Miller. 

(Out of print.) 
Grant, U. S.: Personal Memoirs. 1885-6. Webster. 
Greeley, Horace: The Great American Conflict. 1881. Case. 
Green, J. R,: History of the English People, 1887, Harper. 
Making of England. 1883. Harper. 
Short History of the English People. 1883. Harper. 
Grimm, J. L., and Grimm, W. K.: Ed. Household Tales. Trans, by 
Margaret Hunt. 1892. 2 v. Macmillan. 



176 COURSE OF STUDY 

Riverside School Library. Houghton. 
Guerber, H. A. : Myths of Greece and Rome. Am. Book Co. 
Story of the Greeks. 1896. Am. Book Co. 
Story of the Romans. 1896. Am. Book Co. 
Guhl, Ernst, and Koner, Wilhelm. Life of the Greeks and Romans. 
Described from Antique Monuments. 1876. Appleton. 
Guizot, F. P. G. : History of Civilization from the Fall of the Roman 
Empire to the French Revolution. 1889-90. 3 v. 
Macmillan. 
Hale, E. E. : Stories of Inventions. 1891. Roberts. 
Hale, Susan: The Story of Mexico. 1893. Putnam. 
Hamerling: Aspasia. 1893. Gottsberger. New York. 
Hammersley: Book of Illustrious Mechanics. Hammersley. Hart- 
ford. 
Hallam, Henry: The Middle Ages. 3 v. 1874. Middleton, 
Hart, J. S.: A Manual of American Literature. Eldredge. 
Hart, A. B.: Ed. American History Leaflets. 1892. 10 cts. (List.) 
American History Told by Contemporaries. Mac- 
millan. 
Hawthorne, Nathaniel: Grandfather's Chair. Riverside Literature 
Series. Houghton. 
Wonderbook and Tanglewood Tales. River- 
side Literature Series. Houghton. 
Hearn, W. E.: The Aryan Household. 1879. Longmans. 
Heck, J. G.: Ed. Iconographic Encyclopaedia. Appleton. 
Henty, G. A. : Under Drake's Flag. n. d. Scribner. 

With Wolfe in Canada, n. d. Scribner. 
Higginson, T. W. : Ed. Book of American Exploi'ers. Longmans. 
Hinsdale, B. A.: The Old Northwest. 1888. Silver. 
Historical Classic Readings. Maynard. 12 cts. 

1. Discovery of America. Washington Irving. 

2. Settlement of Virginia. Capt. John Smith. 

3. History of Plymouth Plantation. Governor William Brad- 

ford. 

4. King Philip's War and Witchcraft in New England. Gov- 

ernor Thomas Hutchinson. 

5. Discovery and Exploration of the Mississippi Valley. John 

Gilmary Shea. 

6. Champlain and His Associates. Francis Parkman. 

7. Braddock's Defeat. Francis Parkman. 

8. First Battles of the Revolution. Edward Everett. 



IN HISTORY AND LITERATURE. 177 

9. Colonial Pioneers. James Parton. 
10. Heroes of the Revolution. James Parton. 
History Leaflets, American. Lovell & Co. 10 cts. each. 

1. The Letter of Columbus to Luis de Sant Angel announcing 

his Discovery, with Extracts from his Journal. 

2. The Ostend Manifesto. 1854. 

3. Extracts from the Sagas describing the Voyages to Vinland. 

4. Extracts from Official Declarations of the United States em- 

bodying the Monroe Doctrine. 1791-1891. 

5. Documents illustrating the Territorial Development of the 

United States. 1763-1769. 

6. Extracts from Otficial Papers relating to the Bering Sea Con- 

troversy. 1790-1892. 

7. The Articles of Confederation of the United Colonies of New 

England. 1643-1684. 

8. Exact Text of the Constitution of the United States. From 

the Original Manuscripts. 1787-1870. 

9. Documents describing the Voyage of John Cabot in 1497. 

10. Governor McDufiie's Message on the Slavery Question. 1835. 

11. Jefierson's Proposed Instructions to the Virginia Delegates, 

1774, and the Original Draft of the Declaration of Inde- 
pendence, 1776. 

12. Ordinances of Secession and other Documents. 1860-1861. 

13. Coronado's Journey to New Mexico and the Great Plains. 

1540-42. 

14. Plans of Union, 1696-1780. 

15. The Virginia and Kentucky Resolutions, with the Alien, 

Sedition and other Acts. 1798-1799. 

16. Documents illustrating the Territorial Development of the 

United States. 1584-1774. 

17. Documents relating to the Kansas-Nebraska Act. 1854. 

18. Lincoln's Inaugural and First Message to Congress. 1861. 

19. Extracts from the Navigation Acts. 1645-1696. 

20. The Exact Text of the Articles of Confederation, with the 

Franklin and Dickinson Drafts. From the Original Manu- 
scripts. 1776-1781. 

21. The Stamp Act. 1765. 

22. Documents illustrating State Land Claims and Cessions. 

1776-1802. 

23. Extracts from the Dred Scott Decision, 1857. 

24. Documents relative to the Bank Controversy. 1829-1833, 



178 COURSE OF STUDY 

25. Extracts from the Massachusetts Body of Liberties. 1641. 

26. Extracts from Lincohi's State Papers. Dec. 1861-March 1865. 

27. The Early History of Virginia. Extracts from John Smith's 

True Relation, etc. 

28. Proposals to Amend the Articles of Confederation. 1780- 

1787. 

29. The Early History of Plymouth. Extracts from Bradford 

and Mount. 

30. Constitutional Doctrines of Webster, Hayne and Calhoun. 

1828-1833. 
Hoist, Hermann von: Constitutional History of the U. S. 1881-92. 

8 V. Callaghan. 
Hughes, Thomas: Life of King Alfred. 1887. Macmillan. 
Hurlbut: Chicago's Antiquities. Hurlbut. Chicago. (Out of print.) 
Husted, M. H.: Stories of Indian Children. Public School Publish- 
ing Co. 
Homer: Ulysses among the Phaeacians, from the translations of the 
Odyssey by W. C. Bryant. 1871. Riverside Literature 
Series. 15 cents. Houghton. 
Translation of the Iliad. Bryant. Houghton. 
Translation of the Odyssey. Palmer. Houghton. 

" " " Butcher and Lang. Macmil- 

lan. 
" " " " Bryant. Houghton. 

Hope, Thomas: Costume of the Ancients. 1875. Chaito & Win- 

dus. London. 
Hume, David: History of England. Student's Series. Harper. 
Irving, Washington: Astoria. Putnam. 

Columbus. 3 v. Putnam. 

Essays from the Sketch Book. Riverside 

Literature Series. Houghton. 
Knickerbocker's History of New York. Put- 
nam. 
Life of Washington. 5 v. Putnam. 
Jebb, R. C: Primer of Greek Literature. American Book Co. 
Jevon, W. S.: Primer of Political Economy. Am. Book Co. . 
Johnson, Rossiter: Short History of the War of Secession. 1889. 
Houghton. 
The War of 1812-15. 1882. Dodd. 
Johnson, R. Y. and Buel, C. C. : Battles and Leaders of the Civil 

War. 1884-8. 4 v. Century. 



IN HISTORY AND LITERATURE. 179 

Johnston, Alexander: History of American Politics. Holt. 1880. 

Joly, Nicholas: Man Before Metals. 1891. Appleton. 

Jowett and Knight". Selections from Plato. Harper, 

Kaufman, Rosalie: Ed., Our Young Folk's Plutarch. 1890. Lippin. 

cott. 
Keary, E. and Keary, A.: Heroes of Asgard. Macmillan. 
Keary, C. F. : Dawn of History. Humboldt Library. Humboldt 

Pub. Co. 
Kingeley, Charles: The Heroes; or, Greek Fairy Tales. 1885. Ginn. 
Roman and Teuton. Macmillan. 
Water Babies. Macmillan. 
Westward Ho. 1890. Macmillan. 
Kinzie, Mrs. J. H.: Waubun. Lippincott. (Out of print. ) 

The Early Days in the Northwest. Lippincott. 
Kirby, Mary, and Kirby, Elizabeth: Aunt Martha's Corner Cupboard. 

1890. Nelson. 
The World by the Fireside- 
1886. Nelson. 
Kirkland, Joseph: History of Chicago. 1892. Dibble Pub. Co. 
Knight, E. H. : American Mechanical Dictionary. 1876. Houghton. 
Knox, Thomas: The Boy Travelers in Ceylon and India. Harper. 
Klingensmith, Annie: Stories of Norse Gods and Heroes. A. Flana- , 

gan. 
Kracowizer, Alice: A Study of Hiawatha and Nature. A.Flanagan. 
Lamartine, Alphonse de: Celebrated Characters. 1856. 3 v. Harper. 
Lamb, Charles: Adventures of Ulysses. Ginn. 
Langmead, Taswell: Constitutional History of England. 1875. 

Houghton. 
Laurier, S. S.: Rise of the Universities. 1886. Appleton. 
Lecky, W. E. H.: History of England in the 18th Century. 1891. 

8 v. Appleton. 
Leland, C. G.: Algonquin Legends. Houghton. (Out of print.) 
Lincoln, Abraham: Gettysburg Speech and Other Papers. River- 
side Literature Series. 15 cts. Houghton. 
Litchfield, M. E.: The Nine Worlds. 1890. Ginn. 
Lodge, Oliver: Pioneers of Science. 1893. Macmilllan. 
Longfellow, H. W.: Evangeline, Hiawatha and the Courtship of 
Miles Standish. Riverside Literary Series. 
15 cts. Houghton. 
Poetical Works. Household Ed. Houghton. 



180 COURSE OF STUDY 

Lossing, B. J. : Pictorial Field Book of the Revolution. 1850-60. 

Harper. 
Lowell, J. R. : Poetical Works. Household Ed. Houghton. 

The Vision of Sir Launfal and Other Poems. River-, 
side Literature Series. 15 cts. Houghton. 
Lytton, E. G. E. Bulwer: Harold, Last of the Saxon Kings. 1891. 

2 V. Lippincott. 
Mabie, Hamilton: Norse Stories. Roberts Bros. 
McCarthy, Justin: The Epoch of Reform. 1830-50. 1882 (Epochs of 
Modern History.) Longmans. 
History of Our Times. 1837-80. 2 v. Harper. 
Macaulay, T. B. : Critical, Historical and Miscellaneous Essays. 
1860 6 V. in 3. Houghton. 
History of England. [1685-1702.] n. d. 8 v, 

in 4. Houghton. 
Lays of Ancient Rome. Ed. by W. J. and J. C. 

Rolfe. 1888. Harper. 
Life of William Fitt. Houghton. 
MacDonald: St. George and St. Michael. Ford. New York. 
Mackenzie: The Nineteenth Century. Nelson. 
Martineau, Harriet: The Peasant and Prince. 6 inn. 
Maspero, Gaston: Egyptian Archaeology. 1889. Grevel. 
Matson, W.: Pioneers of Illinois. Matson. Chicago. (Out of Print.) 
Mc Clure: Lincoln and Men of War Times. Doubleday. 
Me Master, J. B. : The History of the People of the U. S. 1885. 

Appleton. 6 v. 
Mc Murry, Charles: Pioneer History Stories . 1891. Pub. S. P. Co. 
Mc Murry, L. B. : Classic Stories For the Little Ones. Pub. S. P. Co. 
McMurry, L. B. and Husted, M. H: Robinson Crusoe. 1894. Pub. 

S. P. Co. 
McPherson, Edward. Political History of the United States of 
America During the Period of Reconstruction. 
1875. Milberson. (Out of print. ) 
Mitchell, Lucy. History of Ancient Sculpture. 2 v. Dodd. 
Mitchell, Weir: Hugh Wynne. Century. 
Miller, 0. S.: Little People of Asia. 1883. Dutton. 
Moore, Nina: Pilgrims and Puritans. 1894. Ginn. 
Morgan, L. H. : Houses and House Life of the Indians. (InU. S. 
Geographical and Geological Survey of Rocky 
Mountain Region, 1881.) 
Ancient Society. 1878. Holt. 



IN HISTORY AND LITERATURE. 181 

Morris, Charles: The Aryan Race. 1892. Scott, F. & Co. 

Morse, J. S. : Life of Lincohi. (Amer. Statesmen. ) 1893. Houghton. 

Motley, J. L.: Riseof the Dutch Republic. 1883. Burt. 

Milller, Max: What Can India Teach Us. Long. 

Murray, A. S.: Manual of Mythology. McKay. 

Mulock: Adventures of a Brownie. 1893. Cromwell. 

Nash, Louis P.: ^Esop and Mother Goose. 1897. Thompson, 

Brown & Co. 
Niebuhr, B. G.: Grpek Stories. 1879. Dodd. 

Nicolay, J. G., and Hay, John: Life of Lincoln. 1890. 10 v. Cent- 
ury. 
Niles, Hezekiah: Principles and Acts of the Revolution of America. 

1876. Barnes. 
Nordhoff, Charles: Politics for Young Americans. 1875. Amer. 

Book Co. 
Norton, C. E.: Heart of Oak Books. Heath. 

V. 1. V. 2. V. 3. V. 4. V. 5. V. 6. 
Ober, F. A. : Young People's History of Mexico. 1887. Estes. 
Old South Leaflets. Old South Leaflet Co. , Boston. Single Leaflets 
5 cents, $4.00 per 100. 

1. The Constitution of the United States. 

2. The Articles of Confederation. 

3. The Declaration of Independence. 

4. Washington's Farewell Address. 

5. Magna Charta. 

6. Vane's "Healing Question." 

7. Charter of Massachusetts Bay, 1629. 

8. Fundamental Orders of Connecticut, 1638. 

9. Franklin's Plan of Union, 1754. 

10. Washington's Inaugurals. 

11. Lincoln's Inaugurals and Emancipation Proclamation. 

12. The Federalist. Nos. 1 and 2. 

13. The Ordinance of 1787. 

14. The Constitution of Ohio. 

15. Washington's Circular Letter to the Governors of the States, 

1783. 

16. Washington's Letter to Benjamin Harrison, 1784. 

17. Verrazzano's Voyage. 

18. The Swiss Constitution. 

19. The Bill of Rights, 1689. 

20. Coronado's Letter to Mendoza, 1540. 



182 COURSE OF STUDY 

21. Eliot's Narrative, 1670. 

22. Wheelock's Narrative, 1762. 

23. The Petition of Rights, 1628. 

24. The Grand Remonstrance, 1641. 

25. The Scottish National Covenant, 1638. 

26. The Agreement of the People, 1648-9. 

27. The Instrument of Government, 1653. 

28. Cromwell's First Speech, 1653. 

29. The Discovery of America. From the Life of Columbus by 

his son, Ferdinand Columbus. 

30. Strabo's Introduction to Geography. 

31. The Voyages to Vinland. From the Saga of Eric the Red. 

32. Marco Polo's Account of Japan and Java. 

33. Columbus' Letter to Gabriel Sanchez, Describing the First 

Voyage and Discovery. 

34. Amerigo Vespucci's Account of His First Voyage. 

35. Cortes' Account of the City of Mexico. 

36. The Death of De Soto. From the "Narrative of a Gentle- 

man of Elvas." 

37. Early Notices of the Voyages of the Cabots. 

38. Henry Lee's Funeral Oration on Washington. 

39. De Vaca's Account of His Journey to New Mexico, 1535. 

40. Manasseh Cutler's Description of Ohio, 1787. 

41. Washington's Journal of His Tour to the Ohio, 1770. 

42. Garfield's Address on the Northwest Territory and the West- 

ern Reserve. 

43. George Rogers Clark's Account of the Capture of Vincennes, 

1779. 

44. Jefferson's Life of Captain Meriwether Lewis. 

45. Fremont's Account of His Ascent of Fremont's Peak. 

46. Fathe. Marquette at Chicago, 1673. 

47. Washington's Account of the Army at Cambridge. 1775. 

48. Bradford'.^ Memoir of Elder Brewster. 

49. Bradford's First Dialogue. 

50. Winthrop's "Conclusions for the Plantation in New Eng- 

land." 

51. "New England's First Fruits." 1643. 

52. John Eliot's "Indian Grammar Begun." 

53. John Cotton's "God's Promise to His Plantation." 

54. Letters of Roger Williams to Winthrop. 

55. Thomas Hooker's "Way of the Churches of New England." 



IN HISTORY AND LITERATURE. 183 

56. The Monroe Doctrine. 

57. The English Bible. 

5?. Letters of Hooper to Bullinger. 

59. Sir John Eliot's "Apologie for Socrates." 

60. Ship-Money Papers. 

61. Pyra's Speech Against Strafford. 

62. Cromwell's Second Speech. 

63. A Free Commonwealth, by John Milton. 

64. Sir Henry Vane's Defence, 1662. 

65. Washington's Addresses to the Churches, 

66. Winthrop's "Little Speech" on Liberty. 

67. The Bostonian Ebenezer, by Cotton Mather. 

68. The Destruction of the Tea, by Thomas Hutchinson. 

69 Description of ths New Netherlands, by Adrian Van der 
Donck. 

70. Debate on the Suffrage in Congress. 

71. Columbus' Mernorial to Ferdinand and Isabella, 

72. The Dutch Declaration of Independence, 

73. The Battle of Quebec. 

74. Hamilton's Report on the Coinage, 

75. William Penn's Plan for the Peace of Europe. 

76. Washington's Words on a National University. 

77. Cotton Mather's Lives of Bradford and Winthrop. 

78. The First Number of the Liberator. 

79. Wendell Phillips' Eulogy of Garrison. 

80. Theodore Parker's Address on the Dangers From Slavery. 

81. Whittier's Account of the Anti Slavery Convention of 1833. 

82. Mrs. Stowe's Story of "Uncle Tom's Cabin." 

83. Sumner's Speech on the Crime Against Kansas. 

84. The Words of John Brown. 

85. The First Lincoln and Douglas Debate. 

86. Washington's Capture of B ^ston. 
Ovid: Metamorphoses. Bohn Library. Bell. 

Palfrey, J. G. : Com pendious History of New England. [1497-1775] . 

1884, 4 V, Houghton, 
Parkman, Francis: The Conspiracy of Pontiac and the Indian War 
after the Conquest of Canada, 1892. 2 v. 
Little. 
La Salle and the Great West. 1892. Little. 
Montcalm and Wolfe. 1891. 2 v. Little. 
Old Regime in Canada. 1891, Little. 



184 , " COURSE OF STUDY 

Parton, James: Captains of Industry. First Series. 1892. Second 

Series. 2v. Houghton. 
Payne, E. J. : History of America. 1892. Macmillan. 
Peary, Mrs. J. D. : My Arctic Journal. 1894. Contemporary Pub. Co. 
Plato: Apology; Phaedo; Crito; tr. by F. J. Church. 1888. Mac- 
millan. 
Dialogues; tr. by B. Jowett. 1892. 5 v. Macmillan. 
Pratt, M. L. : Book of Fables. Educ. Pub. Co. 

Stories from Norseland. Educ. Pub. Co. 
Story Land of the Stars. 1897. Educ. Pub. Co. 
Story of China. Educ. Pub. Co. 
Stories of Colonial Children. Educ. Pub. Co. 
" Story of Columbus. 1892. Educ. Pub. Co. 
Story of India. Educ. Pub. Co. 
Prescott, W. H. : Conquest of Mexico. Lippincott. 

History of the Reign of Ferdinand and Isabella. 
1880. 3v. Lippincott. 
Ragozin, Mme. Z. A.: Story of Chaldea. 1891. (Story of the Nation.) 

Putnam. 
Rawlinson, George: History of Ancient Egypt. 1888. 2 v. Dodd. 
The Five Great Monarchies of the Ancient, 
Eastern World, or, Chaldea, Assyria, Babylon, 
Media and Persia. 1870. 5 v. Dodd. 
Redpath: Speeches of Wendall Phillips. Lee and Shepard. 
Rhodes, J. F.: History of the United States Since 1850. Harper. 
Riverside Primer and Reader. Houghton. 
Robert, E. H. : Civil Government. 1884. Houghton. 
Rolfe, W. J. : Ed. Tales from English History. Harper. 

Tales of Chivalry, Selected from Works ol 
Scott. Harper. 
Roosevelt, Theodore: The Naval War of 1812. 1889. Houghton. 
Ruskin, John: King of the Golden River. 1894. Ginn. 

Queen of the Air; Greek Myths of Cloud and Storm. 

1891. Maynard & Merrill. English Classic Series- 

10 cents. 

Sarasvati, Pundita Ramabai : The High Caste Hindu Woman. 1888. 

Schliemann, Heinrich: Troy, Burckhardt. Harper. 1884. 

Schouler, James: History of the U. S. 1783-1801. 1880-90. 5 v. 

Dodd. 
Schwatka, Frederick: Children of the Cold. 1886. Cassel. 
Search for Franklin. Scribner. 



IN HISTORY AND LITERATURE. 185 

Scott, Sir Walter: Fortunes of Nigel. Houghton. 

Ivanhoe. Riverside Ed. Houghton. 
Lady of the Lakei Riverside Ed. Houghton. 
Marmion. 1887. Ginn. 
Peveril of the Peak. Houghton. 
Tales of a Grandfather. Ginn. 
(The) Talisman. Houghton. 
Woodstock. Houghton. 
Scribner's Historical Series. 1892: Fisher, George P., The Colonial 
Era. 1892; Sloane, W. M., The French War and the Revolu- 
tion. 1893; Walker, F. A., The Making of the Nation. 1895; 
Burgess. J. W., From the Conclusion of Peace to the End of 
Reconstruction. 
Scudder, H. E. : Fables and Folk Stories. 1882. Riverside Litera- 
ture Series. Houghton. 
George Washington. 1892. Riverside Literature 
Series. Houghton. 
Shakespere, William: Julius Caesar and As You Like It. Riverside 
Ed. Houghton. 
The Merchant of Venice. Ginn. 
Shea, J. G.: Discovery and Exploration of the Mississippi Valley. 

1852. J. S. Redfield. (Out of print. ) 
Sheldon, Mary: Studies in American History. Heath. 1893. 
Sherman, F. D.: Lyrics for Little Folks. Houghton. 
Smith, Goldwin: The United States, an Outline of Political History. 

1492-1871. Macmilhan. 
Smith, John: Settlement of Virginia. ■ Maynard. Historical Classic 

Readings. 12 cents. 
Smith, Philip: Ancient History of the East. 1882. Harper. 
Sparks, Jared: Library of American Biography. 18.34-37. Harper. 

(Out of print.) 
Spruner, Menke: Historical Atlas. 1880. Gotha, Justus Perthes. 
Stebbins, J. B.: Chapters from the Bible of the Ages. 1884. Nourse. 
Stedman, E. C. and Hutchinson, E. M. : Library of American Litera- 
ture. 11 V. 1891. Webster. 
Stevenson, R. L.: Child's Garden of Verse. 1892. Scribner. 
Stewart, Aubrey: The Tale of Troy. Macmillan. 
Stockton, F. R.: Fanciful Tales, Ed. by Julia Langworthy. 1894 

Scribner. 
Story, Joseph: Familiar Exposition of the Constitution. 1890. 
Harper. 



186 COURSE OF STUDY 

Strong, F. L.: All the Year Round. 1896. Ginn. 

Stowe, H. B.: Uncle Tom's Cabin. 1892. Houghton. 

Stuart, Robert: Dictionary of Architecture. 3 v. Jones. 

Stubbs, William: Constitutional History of England to 1845. 1878. 

3 V. Macmillan. 
Swinton and Cathart: Easy Steps for Little Feet. Am. Book Co. 
Symonds, J. A. : The Greek Poets. 2 v. Harp^T. 

The Italian Renaissance. 1888. Holt. 
Taine;H. A.: History of English Literature. 1891. 2 v. Holt. 
Taussig, F. W. : Tariff History of the U. S. 1892. Putnam, 
Taylor, Isaak: The Origin of the Aryans. 1889. (Contemporary 

Science Series.) Scribner. 
Tennyson, The Holy Grail. Macmillan. 

", " " Maynard. English Classic Series. 10 
cents. 
Thacher: Biography of N. A. Indians. 2 v. 1832. Harper. (Out 

of print.) 
Thackeray, W. M.: The Virginians, 1889. Smith Elder. 
Thayer: The Farmer Boy. Appleton, (Out of print.) 
Thompson, D. P.: The Green Mountain Boys. 1859. Lovell, 
Thompson, J, G, and Thompson, T. E. : Fables and Rhymes for be- 
ginners. 1897. Ginn. 
Thoreau, H. D. : Succession of Forest Trees and Wild Apples. 1863. 
Riverside Literature Series. 15 cents. Hough ton- 
Thorpe, Benjamin: Northern Mythology. 1852. 3 v. Lumley. 
Towle, G. M.: Magellan. 1879. (Young Folk's Heroes of History.) 
Lee. 
Pizarro. 1878. (Young Folk's Heroes of History.) 

Lee, 
Raleigh. 1881. (Young Folk's Heroes of Hi:-tory.) 
Lee. 
Trowbridge: Illinois and the Nation. Flanagan. 
Trumbull, John: M. Fingall. 1881. Amer. Book Exchange. 
Tyler, Moses Coit: The Literary History of the American Revolu- 
tion. Vol. 1, 1763-1776. Vol. 2, 1776-1783. 
Putnam. 
Tylor, E. B.: Primitive Culture. 1889. Holt. 

U. S., Ethnology, Bureau of, Ethnological Results of the Point Bar- 
row Expedition, by John Murdoch. 1892-3, 2 v. 
Cruise of the Corwin. Alaska. 1890-91. ' 
Vasari, Giorgio: Lives of the Painters. 6 v. Bell. 



IN HISTORY AND LITERATUEE. 187 

Violk't-le-Duc, E. E. : Habitations of Man in all Ages. 1876. Low. 
Von Falke, Jakob: Greece and Rome. 1881. Holt. 
Wallace, S. E.: The Land of the Pueblos. G. G. Hurst. 
Warner, CD.: A Hunting of the Deer and Other Essays. River- 
side Literature Series. 15 cents. Houghton. 
White: Ed. Boy's and Girl's Herodotus. 1884. Putnam. 
White: Incidents in the Early History of New England. 1845. J. S. 

Bond. (Out of print.) 
Whittier, J. G.: Among the Hills. Riverside Literature Series. 15 
cents. Houghton. 
Snowbound, Tent on the Beach, and Other Poem?. 
Riverside Literature Series. 15 cents. Houghton. 
Poetical Works. Household Ed. Houghton. 
Ed. Child Life in Verse. Riverside Ed. Houghton. 
Wiggers, G. F.: Life of Socrates. 1850. Walton. (Out of print.) 
Wiggin, K. D.: The Story Hour. Houghton. 
Wlikins: Modern Hinduism. 1887. Scribner. 
Wilkinson, J. S.: Manners and Customs of the Ancient Egyptians. 

1878. 3v. Dodd. 
Wiliams, S. W.: The Middle Kingdom. 1883. Scribner. 
Wilson: Travels in the Middle Kingdom. Appleton. 
Wiltse, S. E.: Grimm's Fairy Tales. Parts I and II. Ginn & Co. 
Kindergarten Stories and Morning Talks. Ginn. 
Stories of the Kindergarten and Primary Schools. 
1890. Ginn. 
Winsor, Juitin: Narrative and Critical History of America. 1884-9. 

Houghton. 
Wood, J. G. : Natural History of Man. 1874. Rontledge. 
Worn urn, R. N. : Analysis of Ornament. 1884. Chapman and Hall, 

London. 
Wright: Children's Stories in American History. Scribner. 
Children's Stories of American Progress. Scribner. 
Wyss, J. D.: Swiss Family Robinson. Houghton. 
Xenophon: Cyropoedia. Bohn Library. 
Zeller, E. : Life of Socrates. 1868. Longmans. 



The Pubwsher o^ this Book wii.l Quote Prices on any 
Work in the List. 



LIBRARY OF CONGRESS 



019 878 846 6 



